1

CHAPTER 1
THE PROBLEM AND ITS SCOPE

Rationale

The Department of Education’s (DepEd) work immersion program is a crucial part of

secondary education. It is carefully designed to provide students with practical skills and

hands-on learning experiences essential for their overall growth. This study examines how

DepEd's work immersion program affects students' self-efficacy beliefs. This discourse aims

to clarify how work immersion experiences enhance students' self-assurance, adaptability,

and preparedness for future academic and professional endeavors through a systematic

examination of the underlying mechanisms involved. Informed by rigorous scholarly research

and grounded in empirical evidence, this inquiry endeavors to illuminate the transformative

capacity of work immersion programs in nurturing students' self-efficacy and broader

personal advancement within the educational framework delineated by DepEd.

Moreover, the relationship between high school students' academic success and their

involvement in work-based learning programs is examined by (Smith and Johnson 2019, as

cited in Kimani, B., 2024). Results indicate that work-based learning experiences and

enhanced academic results are positively correlated. Through practical experiences in real-

world settings, work immersion programs enable students to apply classroom theory to real-

world scenarios across various industries. Naranjo, J. E., Sanchez, D. G., Robalino-Lopez, A.,

Robalino-Lopez, P., et al. (2020) investigate how well work immersion programs improve

students' preparedness for the workforce. Educating students about the needs of the

workforce, emphasizes the significance of experiential learning experiences.

 2

However, the impact of job immersion on students' academic achievement and

character development in a professional setting is a matter of concern. The usefulness of

work immersion programs and their effects on Grade 12 Humanities and Social Science

(HUMSS) majors are not well understood or supported by data. The researchers in this study

will provide thorough knowledge and supporting documentation of why it has a significant

impact on students. For Grade 12 students’ specializing in Humanities and Social Sciences

(HUMSS), work immersion programs offer invaluable opportunities to explore potential

career paths, develop essential skills such as communication and critical thinking, and gain

insights into the complexities of different sectors.

The association between involvement in the work immersion programs and academic

results can be quanti-quali examined by educators. Decisions about the optimization and

integration of these programs within the educational framework can be made with knowledge

by stakeholders and policymakers. There is a vacuum in the field of study at this time. In

particular, a dearth of thorough quantitative studies concentrating on the impact of work

immersion programs on Grade 12 students engaged in the Humanities and Social Sciences

(HUMSS) track exists. Mixed method research is required to provide empirical and statistical

evidence of the program's impact on academic performance, skill development, and career

readiness among this demographic.

In addressing this gap in the literature, the researchers hope to provide useful

information to stakeholders, educators, and legislators who are interested in improving the

educational opportunities and prospects for Grade 12 HUMSS students through work

immersion programs. By performing a mixed method analysis, they hope to provide useful

information about quantifiable outcomes like academic performance, skill development, and

career readiness among this population. The study is crucial because it offers evidence-based
 3

suggestions for improving the educational experiences and future employment opportunities

of Grade 12 HUMSS students through the work immersion programs. These

recommendations can affect educational policies and practices. Furthermore, the research's

findings broaden our understanding of the value of experiential learning opportunities in

secondary education, making them an invaluable tool for educators, decision-makers, and

anyone else involved in education.

Statement of the Problem

The study sought to determine the effectiveness of the work immersion program to the

Grade 12 Humanities and Social Science (HUMSS) S.Y 2023-2024 students, as measured by

their work immersion performance and academic performance.

To answer the above-cited problem, the researcher needs to answer the

following questions:

1. What is the demographic profile of the

students in terms of: 1.1 gender;

1.2 age; and

1.3 section?

2. What is the level of work immersion performance of Grade 12 HUMSS students

in their work immersion?

 4

3. What are the factors influencing the work immersion performance of Grade 12

HUMSS students?

4. How does the level of self-efficacy among Grade 12 HUMSS students affect their

engagement and performance during work immersion programs?

Theoretical/Conceptual Framework

Understanding the elements impacting students' academic and personal

growth is critical in the field of educational research. In this regard, Lent,

Brown, and Hackett's Social Cognitive Career Theory (SCCT) provides a

thorough framework for analyzing the effects of work immersion programs on

Grade 12 students participating in the Humanities and Social Sciences

(HUMSS) strand. This mixed-method study intends to clarify the complex

interactions between students' involvement in work immersion programs and

several facets of their academic and personal development by exploring SCCT.

This theoretical framework guides the inquiry into the effects of work

immersion programs on Grade 12 HUMSS students by offering insightful

information about how people's attitudes, objectives, and environments shape

their career choices and developmental trajectories.

 5

Figure 1

The Theoretical and Conceptual Framework of the Study

The Social Cognitive Theory (SCT)

Lent, Brown, and Hacket 1994

Students’ Self-efficacy

Grade 12 HUMSS Students

Survey Factors that Influence

Work Immersion
Level of Work Immersion
Respondents’ Input Performance

-Gender
Learning Experience
-Age

-Section

Figure 1 shows the Social Cognitive Theory of Lent, Brown, and Hackett (SCCT)

hypothesize that career development is intricately shaped by the interplay of personal

cognitive factors, social interactions, and environmental conditions. In the context of this

investigation, SCT serves as the guiding theoretical lens through which to comprehend and

analyze the level of work immersion performance among Grade 12 HUMSS (Humanities

and Social Sciences) students, alongside the diverse factors influencing such performance.

The trajectory of this study commences with an exploration of SCT's

foundational principles, which assert that individuals' self-efficacy beliefs significantly

influence their career-related behaviors and outcomes. Consequently, the investigation

assesses the self-efficacy levels exhibited by Grade 12 HUMSS students engaging in

work immersion programs. Additionally, SCT underscores the significance of

observational learning and social modeling in shaping individuals' career pathways.

Therefore, the study meticulously examines the impact of social influences,

 6

encompassing familial support, peer interactions, and mentorship, on students' work

immersion performance.

Moreover, SCT underscores the pivotal role of environmental factors, such as access

to resources and opportunities, in either fostering or impeding career development. Thus, the

study delves into the repercussions of institutional support, workplace conditions, and socio-

economic backgrounds on the work immersion performance of Grade 12 HUMSS students.

The adoption of SCT as the theoretical framework for this study finds robust

justification in its solid theoretical foundation and its aptness for comprehending career-

related behaviors and outcomes among adolescents. Furthermore, SCT furnishes a

comprehensive framework for systematically exploring the intricate interplay between

individual, social, and environmental factors influencing work immersion performance. By

embracing SCT as the guiding theoretical framework, this study endeavors to yield nuanced

insights into the determinants of Grade 12 HUMSS students' work immersion performance,

thereby guiding educational policies and interventions aimed at fostering students' career

readiness and success.

This framework is fortified by the legal basis provided in Article 26 of the

Universal Declaration of Human Rights, affirming the universal right to

education directed towards the holistic development of human personality and

the reinforcement of respect for human rights and fundamental freedoms. In line

with this legal mandate, the Department of Education (DepEd) advocates for the

resumption of work immersion to enhance student engagement and readiness for

various service scenarios.

 7

Significance of the Study

The research seeks to explore how work experience programs affect Grade 12

students, in the Humanities and Social Sciences (HUMSS) track aiming to understand how

these initiatives help these students get ready, for their pursuits. This study aims to give

important insights that can drive curriculum design, career advising practices, educational

policies, and interventions created specifically to suit the requirements of Grade 12 HUMSS

students through a mixed-method analysis of the impact of work immersion programs.

This study addresses the critical need for educational methods and policies aimed at

enhancing students' readiness for the workforce or higher education, particularly focusing on

Grade 12 HUMSS students. By analyzing the impact of work immersion programs, it offers

valuable insights for various stakeholders particularly:

the parents can better engage with educational institutions, advocating for the

inclusion of such programs in the curriculum and providing input on their effectiveness;

the teachers equipped with knowledge from the study, can tailor curriculum content

to integrate real-world experiences, thereby enhancing students' preparation for future

endeavors. Additionally, future researchers can build upon this study's findings, contributing

to the broader understanding of education and career development;

the career counselors can utilize the insights to design effective advising programs

tailored to the needs of Grade 12 HUMSS students. Ultimately, this study serves as

a foundational resource for shaping educational policies and practices that foster holistic

development and equip students with the necessary experiences, knowledge, and skills to

navigate an evolving academic and professional landscape; and

 8

the future researchers' study serves as a guide to understanding how the work

immersion program affects their studies, academic performance, career aspirations, and

career readiness with the help of the study's statistical evidence. It can also shed light on how

students can balance their study and viewing time.

To sum up, this study is important because it can help shape educational policies,

practices, and interventions that support Grade 12 HUMSS students' holistic development

and give them the experiences, knowledge, and skills they need to succeed in a constantly

changing academic and professional environment.

Scope and Limitation of the Study

The primary focus of the study is to explore whether engaging in these programs

affects different facets of their academic and personal growth. The study will be conducted at

Don Vicente Rama Memorial National High School, and the respondents are specifically the

Grade 12 Humanities and Social Science students. A random simple sampling approach will

be used to select 5 representatives from sections 1, 2, 3, and 4 for a total of 20 respondents

combined. The study does not generalize the findings and is not applicable to all strands, only

the academic strand of Humanities and Social Science.

Definition of Terms

To provide a clearer understanding of the study, the following terms are

operationally defined:

Employer's evaluation refers to the assessment of the performance of the student by

the employer of the partner industry of the school or the supervisor who is in charge of the

student in work immersion, which is assessed based on their knowledge of the technical field,

practical competence, ability to learn, interest in work, initiative, communication skills,

punctuality, housekeeping and tidiness, attitude, and cooperation in the workplace.

 9

Self-efficacy refers to a person's confidence in their ability to carry out the actions

required to achieve particular performance goals.

Student performance in this study is used to describe the ratings the students

received from their employer or supervisor regarding their workplace performance.

Work immersion is a prerequisite for Grade 12 students to graduate, where students

are deployed to a certain institution to experience working 180 hours in order to gain and

practice their skills and knowledge that align with their strand

Career readiness refers to the student's insights from the work immersion program

that can help them choose their future careers.

Real-world settings are where students engage in their work immersion program and

gain experience in the actual workplace.

Level of work immersion performance is the output of the displayed attitude of the

students in the workplace and criteria for the students to know where they stand most.

Skill development refers to the student's acquired and enhanced knowledge to their

technical field of work.

Hands-on learning is where students actively engage in real-world experiences,

tasks, and activities as part of their learning process within the work immersion program.

Educational policies are the rules, regulations, guidelines, and frameworks

established by educational authorities that control the implementation and administration of

the work immersion program within the senior high school curriculum.

Holistic development is where students' cognitive, social, emotional, and practical

skills grow as a result of their participation in the work immersion program.

 10

CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter conducts a comprehensive review of research on the influence of work

immersion programs on Grade 12 HUMSS students. By critically analyzing existing studies,

it explores how work immersion experiences can impact students' academic, personal, and

professional growth within the HUMSS curriculum.

Related Literature and Related Studies

Work immersion programs offer a valuable opportunity for students to gain hands-on

experience in real-world work settings aligned with their field of study or career goals (Araña

& Yu, 2021, as cited in Pestijo, 2023). These programs complement traditional classroom

learning by providing practical, experiential opportunities for students to apply theoretical

knowledge in real-world contexts. Several studies have shed light on the challenges

encountered by students during work immersion programs, such as difficulties related to the

nature of work, responsibilities, and behavior during immersion (Macatuggal, J., & Cancino,

M., & David, M.,& Dismaya, S., et al., 2020), a lack of partner industries, students' work

habits, and insufficient teacher supervision (Vecino & Doromalhe, 2020), as well as potential

negative issues like poor teamwork and workplace communication. (McCallum, 2019)

Despite these challenges, research suggests that work immersion programs have a

positive impact on students' academic performance and career readiness, including

improvements in understanding, appreciation, and evaluation aspects (Pestijo, 2023),

facilitating hands-on experience and application of competencies (Tanaleon, A., & Abang,

D., & Alarcon, J. A., & Camino, W. R., et al., 2020), fostering critical thinking, problem-

solving, and collaboration skills, and equipping students with life and professional skills.

However, further investigation into the specific elements affecting the efficiency of work
 11

immersion programs, including the level of assistance and direction provided to students, is

needed (Cariño & Palma, 2020, as cited in Fujio, C., & Catulinan, A., & Cordero, S., &

Natividad, V., et al., 2023).

The Educational Reform Laws and The K to 12 Basic Education Program in the

Philippines mandate that grade 12 students engage in work immersion, aiming to provide

students with practical experience and equip them for further education or entry into the

workforce (Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. a. C., 2021).

Additionally, the Special Protection of Children Against Abuse, Exploitation, and

Discrimination Act (Republic Act No. 7610) ensures that student work immersion

experiences are conducted in a manner that is safe and educational, safeguarding students'

rights and well-being (Respicio, 2023).

Apart from that, the Experiential Learning Theory by David Kolb (1984) provides a

theoretical basis for work immersion programs. According to Kolb, as cited in "Experiential

Learning" (2021), experiential learning is the process by which knowledge is produced by

transforming experience. Experiential learning can boost student engagement, improve

learning effectiveness, and enhance work and life skills. Experiential learning empowers

students to actively engage in their education, bridging the gap between theory and practice

while expanding learning beyond the classroom. Moreover, Wang, Kang, and Choi (2021)

found that an employee's performance at work is positively impacted by self-efficacy since it

raises expectations for them and puts more pressure on their position. Furthermore, effective

knowledge sharing, which is crucial in work immersion programs, depends on factors such as

motivation, work culture, attitudes (Sohail & Daud, 2019), priorities and limitations of the

organization (Chouikha & Dakhil, 2012, as cited in Favila, A., Erfe, P., Pimentel, M., Naval,

J., et al., 2019) as well as trust, incentives, culture, and open communication (Tan, 2015).
 12

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methods used, research locale, description of the

respondents, and data-gathering procedure.

Research Design

The objective of the mixed method study is to find out how work immersion programs

affect Grade 12 students who specialize in Humanities and Social Sciences (HUMSS)

academic performance and job preparedness. The purpose of the study is to measure the

correlation between two important variables, such as the dependent variable of academic

accomplishment, and independent variables like job readiness and involvement in work

immersion programs. While professional preparedness will take into account elements like

employability skills, career goals, and decision-making abilities, academic accomplishment

will be gauged by objective measures like grades, test scores, and graduation rates. In

addition to adding to the body of knowledge already available on experiential learning and

educational outcomes, the research aims to provide statistical evidence regarding the impact

of work immersion programs on Grade 12 HUMSS students through a Likert scale and open-

ended survey questionnaire.

Research Locale

This study will be conducted at Don Vicente Rama Memorial National High School

located on Macopa Street., Basak Pardo, Cebu City. The respondents of the study are

randomly selected Grade 12 students in Humanities and Social Science (HUMSS) from the

said locale area.

 13

Research Participants

The participants of this study are the Grade 12 Humanities and Social Science

(HUMSS) senior high school students of Don Vicente Rama Memorial National High School

(DVRMNHS) for the school year 2023-2024. The participants for the study will be chosen

through simple random sampling. There would be 12 respondents for HUMSS 1, 16

respondents for HUMSS 2, 13 respondents for HUMSS 3, and 9 respondents for HUMSS 4

randomly chosen for a total of 50 respondents in the research.

Research Instrument

In this study, a survey questionnaire will serve as the primary data collection tool. It

contains a demographic profile, 15 Likert scale questions, and 2 open-ended questions that

will be utilized in the study to determine the overall importance of the instrument.

Data Gathering Procedure

Before the survey, informed consent will be obtained from all participants, clearly

outlining the purpose of the study, confidentiality measures, and the voluntary nature of

participation. Participants will be assured that their responses will remain confidential and

will only be used for research purposes. To ensure representativeness, a random sampling

method will be employed to select participants from each Grade 12 Humanities and Social

Science (HUMSS) 1, 2, 3, and 4 sections. This will be achieved by randomly selecting

participants for the study by drawing names using the lottery method. Students will be given

adequate time to complete the survey, ensuring they can provide thoughtful responses. The

survey questionnaire, approved by the research teacher, will include demographic questions,

Likert scale items, and open-ended questions.

 14

CHAPTER 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes, and interprets the data gathered in this study. The

various results were presented in tabular forms with corresponding discussions and

explanations.

DEMOGRAPHIC PROFILE OF THE RESPONDENTS

Table 1
Demographic Profile of the Respondents
Age Female Percentage Male Percentage Total Percentage

17 10 20 5 10 17 30

18 20 40 8 16 31 56

19 3 6 1 2 4 8

20 1 2 2 4 3 6

Total 34 68 16 32 50 100

Table 1, shows that the majority of respondents are female, totaling 34 students,

whereas males consist of only 16 students out of a total of 50 respondents. Among females,

those aged 18 represent the highest group of respondents, totaling 20 individuals, accounting

for 40% of the total. In comparison, there are 10 respondents aged 17, constituting 20% of the

total; 3 respondents aged 19, making up 6%; and only 1 respondent aged 20, representing 2%

of the total. Male respondents aged 18 accounted for 8 students, comprising 16% of the total.

Meanwhile, there were 5 respondents aged 17, representing 10% of the total. Additionally,

there were 2 students aged 20, constituting 4% of the total, and only 1 respondent aged 19,

representing 2%.
 15

Figure 2
Demographic Profile of the Respondents

SECTIONS

9
(18%) 12
(24%)

13
(26%)
16
(32%)

12 HUMSS 1 12 HUMSS 2 12 HUMSS 3 12 HUMSS 4

The pie graph shows the results of a survey conducted among students in four

HUMSS classes in Grade 12. Among these classes, HUMSS 2 had the most participants, with

16 students making up 32% of the total responses. Following closely behind, HUMSS 3 had

13 respondents, accounting for 26% of the responses. HUMSS 1 had 12 participants,

representing 24% of the total, while HUMSS 4 had the fewest respondents, with 9 students

comprising 18% of the responses. Overall, HUMSS 2 received the most responses, indicating

a higher level of participation, while HUMSS 4 had the lowest response rate.
 16

Figure 3
Level of Work Immersion Performance

Level of Work Immersion Performance

40 38

35 33 33 33 33
29
30 26 26
25 25
25
20 17 18
14 13 13 13
15 11 12 11
8 9
10 7 7 6
5 5 4
5 21 22 33 21 32
00 0 00 10 00 1 11 1
0

5- Outstanding 4- Excellent 3- Very Satisfactory 2- Fair 1- Need Improvement

Figure 3, shows above the level of work immersion performances of grade 12

students. The table consists of different contents, which are: (1) Knowledge of Technical

Field. (2) Practical Competence. (3) Ability to learn. (4) Interest in Work. (5) Takes

Initiative. (6) Communication Skills. (7) Punctuality. (8) Housekeeping and Tidiness. (9)

Safety. (10) Attitude and Cooperation.

Based on the level of work immersion performance, it can be seen in (1) Knowledge

of Technical Field that 25 students displayed outstanding performance knowledge of their

technical field appropriate to their level of study. It can be seen that those 25 students shared

and disseminated acquired knowledge and expertise in a workplace environment to improve

overall performance. Meanwhile, one student displayed a need for improvement in their

performance. It is widely believed that sharing knowledge helps build strong partnerships and
 17

close friendships, which is the main way of transferring skills (Gonondo, 2017). Sharing

knowledge affects relationships in terms of trust, incentives, culture, and open

communication (Tan, 2015). People with similar jobs or working in the same place are more

likely to share knowledge (Muslem, A., & Abbas, M., 2017). However, effective

knowledge sharing depends on the priorities and limitations of the community or organization

(Chouikha & Dakhil, 2012, as cited in Favila, A., Erfe, P., Pimentel, M., Naval, J., et al.,

2019), as well as the motivation, work culture, and attitudes of the people involved (Sohail &

Daud, 2019). Therefore, the 25 students distributed newly acquired knowledge and skills in a

work setting to enhance the total output of their performance;

On the contrary, (2) practical competence showed that 26 students had displayed

outstanding performance in their level of work immersion performance. Through practical

competence, they can effectively carry out tasks at a level appropriate to their level of

training and implement theoretical knowledge to address specific challenges or tasks

encountered in the workplace. Apart from that, there are no respondents who did not meet the

practical competence needed in their work immersion performance. Immersion in the

workplace gives students a chance to put their skills to the test and use what they've learned

outside of the classroom. They were able to experience social interactions in a professional

environment and put their previous training to use. The students’ work immersion

experiences will help them acquire a variety of skills and values that will be useful when they

go from high school to the working world. (DepEd Order No. 8 s. 2017, Section 4);

(3) Ability to learn showed that 33 students had displayed outstanding performance in

their level of work immersion performance, and there’s no work immersion immersing

student that needed improvement for the particular characteristic. Every person's desire to

learn for themselves must be fulfilled not just in college and university but additionally, in
 18

other places, in a variety of situations, with the resources, instruments, and motivations to

make personal study a productive endeavor, students gain greater knowledge. (Faure, 2020);

(4) Interest in work showed that 33 students had displayed outstanding performance in

their level of work immersion performance, and the participants displayed adequacy in the

identified characteristic without any requirement for improvement. (Dela Cruz & Permejo,

2020) state that means of work immersion, students gained experience in handling clients,

upholding ethical standards at work, organizing and running webinars, and a job-experience

simulation. Their encounters gave them knowledge, abilities, and a positive outlook on

university life, which fueled their desire to complete their degree;

(5) Takes initiative showed that 29 students had displayed outstanding performance in

their level of work immersion performance, and participants showed competency in the

designated trait without any need for enhancement. Thus, in order for students to be highly

productive, they must be ready to perform well in the complicated, unpredictable, and

changing workplace (Marinova, 2017, as cited in Brin, S., & Malvar, H., 2021). Regarding

the initiative and proactivity of senior high school students during their job immersion;

(6) Communication skills showed that 26 students had displayed outstanding

performance in their level of work immersion performance and no student participants in this

study partaking in the work immersion program exhibited any shortcomings in

communicating, Umali and Tamayo (2020) as cited in Fujio, C., & Catulinan, A., & Cordero,

S., & Natividad, V., et al., (2023) study provided support for it, indicating that support for job

immersion was a strong predictor of students' collaboration, and communication abilities.

Moreover, Lao (2021) study as cited in Fujio, C., & Catulinan, A., & Cordero, S., &

Natividad, V., et al., (2023) further discovered that throughout work-immersion programs,
 19

students who got more help and guidance tended to possess higher levels of workplace skills

like teamwork, problem-solving, and critical thinking;

(7) Punctuality showed that 25 students had displayed outstanding performance in

their level of work immersion performance and there is 1 student who needed to improve in

arriving at work on time and keeping time. Not only that, punctuality has also been linked to

academic achievement. A study conducted by Obafemi and Redinat (2014) revealed that

students who are punctual to class tend to have better attendance records, higher grades, and

better overall academic performance compared to those who are frequently late. Punctuality

instills discipline and time management skills, which are crucial for academic success and the

output of the level of work immersion performance;

(8) 33 pupils were identified as being exceptionally good in housekeeping and

tidiness, indicating that they were able to exhibit the proper attitude toward housekeeping

tasks and voluntarily participated in them. This result aligns with the study of Horrevorts, M.,

Van Ophem, J., & Terpstra, P. (2017) on the impact of cleanliness on employee productivity.

Their research revealed a significant correlation between perceived productivity and objective

cleanliness levels in non-profit organizations' offices in The Netherlands. They found that

higher levels of objective cleanliness were associated with greater perceived productivity

among employees. Additionally, the study demonstrated a substantial correlation between

employees' work satisfaction levels and the cleanliness of their office environments,

suggesting that a clean workspace contributes to overall job satisfaction;

(9) Safety is about the student's understanding and following safe work practices. It

was shown that 33 participants were able to meet the criteria while only 1 student needed

improvement; furthermore, Line and Albrechtsen (2016) stated that every employee will be

more aware of health and safety concerns and capable of improving security and health levels
 20

through appropriate and safe practices. As a result, a basic understanding of workplace safety

management is required of all parties concerned, including the public, employers, and

employees, as the 33 students demonstrated;

(10) Attitude and cooperation, 38 students showed outstanding performance in the

level of work immwersion performance. However, one student needs to make improvements

in terms of this area (Gault 2018, as cited in Brin, F. S., & Malvar, R. H. 2023) stated that

one's overall performance in the workplace is correlated with their work attitude, hence if one

possesses the attitude, it will be a lot simpler and more transparent to discuss issues or ideas.

Therefore, in the level of work immersion performance in attitude and cooperation showed

that the 38 students had demonstrated readiness, possessed a positive outlook, and had

interpersonal skills.

Factors Influencing the Work Immersion Performance

The students who undergo the work immersion program differ greatly in their

experiences. Therefore, they can share their experience of their work immersion performance.

They were asked what factors influence the work immersion performance of Grade 12

HUMSS students.

Based on the responses from the participants three themes were made. First is Work

Environment and Support, Under the work environment, the following sub-themes were

found; cleanliness, friendliness, and healthiness. Some of the respondents had the same

answers:

“The first factor is the environment. I believe that if learners are immersed in a very

clean, friendly, and healthy environment, this will influence their performance in a very

positive way. Second is the support of peers. They will be deployed in a new workplace which
 21

will need adjustment. So, with the help of peers, encouraging, motivating, and

communicating with each other, then for sure it will transform the performance of the

immerse into an outstanding one.”

Other respondents also stated that “I am influenced by my supervisor to confidence in

my abilities and to work participate and be motivated” In addition a respondent also stated

that “The environment where the students work and to be trained”

The factors showed that the respondents had experienced the given theme, not only

that, the researchers explored the legal structures that define and regulate those experiences

that the learners had obtained as observed in the Educational Reform Laws; The K to 12

Basic Education Program in the Philippines, which mandates that grade 12 students engage in

work immersion. This legislation aims to provide students with practical experience,

equipping them for further education or entry into the workforce (Acut et al., 2021). The

students can gain valuable insights in a workplace setting that they can use in their careers

that the student might adhere, apart from, the Child Labor Laws and Protections; The Special

Protection of Children Against Abuse, Exploitation, and Discrimination Act also known as

the Republic Act No. 7610 is crucial in ensuring that student work immersion experiences are

conducted in a manner that is safe and educational, safeguarding students' rights and well-

being (Respicio, 2023).

Moreover, the Department of Education has established detailed guidelines through

memorandum agreements. These documents outline how work immersion programs should

operate, emphasizing student safety, learning objectives, and appropriate work assignments

so that the students can be prepared for the work immersion program.

The analysis of the researchers investigates whether these immersion programs conform to

the legal standards and how this affects students' experiences and learning outcomes. The
 22

findings from the reality of how these regulations are applied can lead to valuable insights

and recommendations for refining the work immersion programs to better meet educational

objectives and comply with legal protections.

The second theme is Personal Development and Skills Enhancement. Here are the

participants’ answers;

“To influence my learning skills and to develop my career and goals”;

While another respondent answered that “Work immersion provides students to adopt the real

world I work environment that will help the students to be able to communicate and interact

professionals”; and

“to improve our soft skills abilities and also to learn in work immersion placement to gain

real workplace experiences as a grade 12 humss students”

The results show that there's a strong motivation for knowledge acquisition and self-

improvement evident among participants. Additionally, there's a focus on cultivating their

work ethics. The participants expressed a keenness to gain firsthand experience in their

chosen career paths, highlighting the importance of practical exposure. Participants also

stress the significance of being immersed in a real-world work environment, which allows for

effective communication and interaction with professionals. Furthermore, the experience of

the grade 12 HUMSS students is seen as an opportunity to enhance soft skills and acquire

valuable workplace experience. The findings are supported by the Experiential Learning

Theory by David Kolb. According to Kolb (1984), as cited in ("Experiential Learning,"

2021), it is defined as the process by which knowledge is produced by transforming

experience. Moreover, experience learning can boost student engagement, improve learning

effectiveness, and enhance work and life skills. Students who participate in experiential
 23

learning are positioned as active participants in their learning and gain the ability to bridge

the gap between theory and practice and integrate learning beyond the Classroom

(Experiential Learning, 2021).

Figure 4
Level of Self-Efficacy

Level of Self-Efficacy
25 22
20 20
19
20 17 17
15 15
14 14
15 13
12
11
10
9
10 7
5
4 4
5 2

0
I am confident in my I feel motivated to My performance Societal expectations The encouragement
ability to actively participate during work impact my and positive
communicate and engage in tasks immersion is confidence in my feedback from my
effectively with assigned during my influenced abilities supervisor boost my
professionals during work immersion. by my level of self- belief in my
my work immersion efficacy. capabilities

4- Strongly Disagree 3- Disagree 2- Agree 1- Strongly Agree

Figure 4 performance is influenced by their perceived self-efficacy, and they are

positively impacted by the shows that students participating in the Work Immersion Program

are commonly confident in their ability to communicate with professionals and demonstrate a

passionate motivation to engage in assigned tasks. The student's encouragement and feedback

were provided by their supervisors. Furthermore, societal expectations are identified as a

contributing factor to their levels of confidence. This data highlights how creating supportive

environments and providing positive reinforcement during work immersion can boost

students' confidence and performance. This result supported the study conducted by Wang et
 24

al., (2021) that an employee's performance at work is positively impacted by self-efficacy

since it raises expectations for him and puts more pressure on his position.

Furthermore, it shows that 22% strongly agreed that encouragement and positive

feedback from their supervisor boost their belief in their capabilities. Following closely

behind with 20%, that indicates feeling motivated to actively participate and engage in tasks

assigned. Additionally, 20% stated that their performance during work immersion is

influenced by their level of self-efficacy. Moreover, 17% mentioned that societal

expectations impact their confidence in their abilities. Lastly, only 2% disagreed regarding

their confidence in their ability to communicate effectively with professionals. This implies

that students' opinions of their skills and confidence in professional situations are greatly

influenced by other people.

 25

CHAPTER 5

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter contains the research summary, conclusions, and recommendations of

the whole study to paint a complete picture of the phenomenon the researchers studied.

Summary

The study sought to determine the effectiveness of the work immersion program to

the Grade 12 Humanities and Social Science (HUMSS) S.Y 2023-2024 students, as measured

by their work immersion performance and academic performance.

To answer the above-cited problem, the researcher needs to answer the following

questions:

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

1.1 gender;

1.2 age; and

1.3 section?

2. What is the level of work immersion performance of Grade 12 HUMSS students in

their work immersion?

3. What are the factors influencing the work immersion performance of Grade 12

HUMSS students?

4. How does the level of self-efficacy among Grade 12 HUMSS students affect their

engagement and performance during work immersion programs?

 26

Findings

The following are the findings of the study

1. It is evident that the majority of respondents are female, totaling 34 students, whereas

males consist of only 16 students out of a total of 50 respondents. Among females, those aged

18 represent the highest group of respondents, totaling 20 individuals; there are 10

respondents aged 17, there are 3 respondents aged 19, and lastly, there is only 1 respondent

aged 20, male respondents aged 18 accounted for 8 students. Meanwhile, there were 5

respondents aged 17. Additionally, there were 2 students aged 20 and only 1 respondent aged

19.

2. The findings reveal that grade 12 students participating in work immersion generally excel

in various aspects. Specifically, 25 students demonstrated exceptional knowledge in their

technical field, while 1 student needs improvement. Moreover, 26 students displayed

outstanding practical competence, with no students lacking in this area. Additionally, 33

students exhibited excellent ability to learn, while none required improvement. Similarly, 33

students showed a strong interest in work, with no deficiencies noted. Furthermore, 29

students demonstrated initiative, while all 26 students displayed exceptional communication

skills. Moreover, 25 students excelled in punctuality, though 1 student needs improvement.

Additionally, 33 students maintained high standards of housekeeping and tidiness, with 1

student needing improvement. Furthermore, 33 students prioritized safety, with 1 student

needing improvement. Lastly, 38 students demonstrated positive attitudes and cooperation,

with only one student needing improvement.

3. The results indicate a strong drive for self-improvement and knowledge acquisition among

participants, with a focus on developing work ethics and time management skills. Practical

exposure in chosen career paths is valued, emphasizing the importance of punctuality,

 27

patience, respect, and responsibility. Participants highlight the benefits of real-world work

environments for improving communication and soft skills, especially for grade 12 HUMSS

students seeking valuable workplace experience.

4. The level of self-efficacy shown by Grade 12 HUMSS students has an important effect on

their participation and output throughout the work immersion program. Students' confidence

is greatly enhanced by supervisors' encouraging words and positive feedback; about 22% of

students strongly agree that this increases their belief in their talents. Furthermore, about 20%

report that they feel motivated to actively engage in tasks when encouraged, and an equal

number claim that their degree of self-efficacy has a direct impact on how well they do

during work immersion. Also, as stated by about 17% of students, confidence levels are

impacted by societal expectations.

Conclusion

The findings of our study on the impact of work immersion programs on Grade 12

HUMSS students reveal several key insights: (1) the demographic distribution highlights

gender disparities within the program, with a majority of female participants. (2) performance

evaluations indicate significant improvements across various skill sets, demonstrating the

program's effectiveness in enhancing students' technical knowledge, practical competence,

and soft skills. (3) participants express a strong desire for self-improvement and emphasize

the value of practical exposure in developing work ethics and time management skills. (4) the

influence of self-efficacy on students' engagement underscores the importance of a supportive

environment and positive reinforcement. To sum up, the findings of the study emphasize the

significant impact of work immersion programs in preparing students for future career

success and personal development.

 28

The study's findings support the Social Cognitive Theory (SCT) by Lent, Brown, and

Hackett from 1994. The theory explains how personal factors, behaviors, and environment

influence each other and shape a person's beliefs, motivations, and actions. In the work

immersion program, SCT helps understand the results. The improvements in technical

knowledge, practical skills, and soft skills demonstrate how the immersive program and

environment facilitated learning through hands-on experiences.

Participants wanted self-improvement and valued practical exposure, aligning with

SCT's focus on self-efficacy beliefs. These beliefs are formed through mastery experiences,

observing others, and encouragement. Recognizing the importance of a supportive

environment and positive reinforcement further highlights how the environment influences

self-efficacy, engagement, and performance.

Overall, the study reinforces the interconnectedness of personal, behavioral, and

environmental factors, as proposed by SCT. The work immersion program provided an

environment that boosted self-efficacy beliefs, skill development, and personal growth,

preparing students for future career success and personal development.

Recommendations:

The study's findings and conclusions have been carefully evaluated, and the following

recommendations have been made:

1. Expand mentorship programs to provide ongoing guidance and support for

students throughout their work immersion experience. Cultivate relationships with

industry professionals who can offer valuable insights, encouragement, and

constructive feedback, empowering students to maximize their potential and

cultivate essential soft skills for future success; and

 29

2. Tailor skill development initiatives based on individual student evaluations.

Identify areas for improvement such as punctuality, housekeeping, and safety

protocols, and provide personalized support through workshops, mentorship, or

additional training resources to enhance student competencies and confidence.

 30

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 36

APPENDIX A

SURVEY QUESTIONNAIRE

Exploring the Impact of Work Immersion Program on Grade 12 HUMSS Students

INTRODUCTION:

Dear respondents,

The purpose of this study is to determine the effectiveness of Work Immersion

Program to the Grade 12 Humanities and Social Sciences (HUMSS) SY2023-2024 students

of Don Vicente Rama Memorial National High School.

Your kind response to the question will be highly appreciated and every information

provided will be a confidential treatment.

Part One: Demographic profile of the respondents

Instructions: Fill in the requested information.

1.) Gender:

2.) Age:

3.) Section:
 37

Part Two: Level of work immersion performance

Instructions: Check the rating that you got from your employer’s evaluation of your
performance in work immersion.

5-Outstanding 4-Excellent 3- Very Satisfactory 2- Fair 1-Needs Improvement

ITEM BEING RATED RATING

5 4 3 2 1
Knowledge of technical field. The student
displayed knowledge of his/her technical
field appropriate to his/her level of study.
Practical competence. The student was
able to effectively carry out tasks at a
level appropriate to his/her level of
training.
Ability to learn. The student was able to
easily learn new things.
Interest in work. The student asked
questions and showed an interest in the
work.
Takes initiative. The students looked for
work to do and acted voluntarily.
Communication skills. The student was
able to make her/himself adequately
understood and could follow spoken and
written instructions.
Punctuality. The student arrived at work
on time and kept time.
Housekeeping and tidiness. The student
displayed the correct attitude to
housekeeping activities and willingly
engaged in these.
Safety. The student understood and
followed safe work practices.
Attitude and cooperation. The student
showed willingness and
had a good attitude and was able to get
along with others.
 38

Part Three: Factors influencing the work immersion performance

Instructions: Write two answer in the given questions.

1.) What are the factors influencing the work immersion performance of Grade 12

HUMSS students?

ANSWERS:___________________________________________________________

_____________________________________________________________________

________________________________________________________________

Part Four: Level of self-efficacy

Instructions: Please select the option that best aligns with your preferences.
4- Strongly Disagree 3- Disagree 2- Agree 1-Strongly Agree

QUESTIONS 4 3 2 1

1.) I am confident in my ability to

communicate effectively with professionals
during my work immersion.

2.) I feel motivated to actively participate and

engage in tasks assigned during my work
immersion.

3.) My performance during work immersion

is influenced by my level of self-efficacy.
4.) Societal expectations impact my
confidence in my abilities.
5.) The encouragement and positive feedback
from my supervisor boost my belief in my
capabilities.
 39

CURRICULUM VITAE

Personal Data

Name: JERIC TAMPUS MATUS Age: 17

Date of Birth: May 23, 2006 Place of Birth: Cebu City
Civil Status: Single Citizenship: Filipino
Sex: Male Tel. #: None
Religion: Roman Catholic Cell #:09232447841
Address: Bonteres Street Sitio Villa Kalubihan, Basak San Nicolas Cebu City

Educational Background Inclusive Date

School Attended
Senior High: Don Vicente Rama Memorial National High School 2022 - present
High School: Don Vicente Rama Memorial National High School 2017 - 2022
Elementary: Don Vicente Rama Memorial Elementary School 2012 – 2017

Seminar Attended

3rd Career Summit 2023: Beyond AI last November 29, 2023

Etika sa Panahon ng AI: Pagpanatili ng Integridad laban sa Plagiarismo last June 24, 2023

LAC Session: Qualitative and Quantitative Research last September 2022

UP Cebu CODE 2022: Colloquium on Development and Education last December 10, 2022
 40

Personal Data

Name: KARYL JUSTINE YOSORES ALBAÑO Age: 18

Date of Birth: June 12, 2005 Place of Birth: Cebu City
Civil Status: Single Citizenship: Filipino
Sex: Female Tel. #: None
Religion: Jehovah’s Witness Cell #:09154913641
Address: Lower Suran, Kinasang-an Cebu City

Educational Background Inclusive Date

School Attended

Senior High: Don Vicente Rama Memorial National High School 2021 - present

High School: Quiot National High School 2016 - 2021

Elementary: Quiot Elementary School 2011 – 2016

 41

Personal Data

Name: KAYE NICOLE YOSORES ALBAÑO Age: 17

Date of Birth: July 22, 2006 Place of Birth: Cebu City
Civil Status: Single Citizenship: Filipino
Sex: Female Tel. #: None
Religion: Jehovah’s Witness Cell #:09676972307
Address: Lower Suran, Kinasang-an Cebu City

Educational Background Inclusive Date

School Attended

Senior High: Don Vicente Rama Memorial National High School 2022 - present
High School: Quiot National High School 2017 - 2022
Elementary: Quiot Elementary School 2012 – 2017

Seminar Attended

3rd Career Summit 2023: Beyond AI last November 29, 2023

Etika sa Panahon ng AI: Pagpanatili ng Integridad laban sa Plagiarismo last June 24, 2023

LAC Session: Qualitative and Quantitative Research last September 2022

UP Cebu CODE 2022: Colloquium on Development and Education last December 10, 2022
 42

Personal Data

Name: MARYJANE PANO BELANO Age: 18

Date of Birth: January 31, 2006 Place of Birth: Cebu City
Civil Status: Single Citizenship: Filipino
Sex: Female Tel. #: None
Religion: Roman Catholic Cell #:09082647781
Address: Ubos Pundok, Basak Pardo Cebu City

Educational Background Inclusive Date

School Attended

Senior High: Don Vicente Rama Memorial National High School 2022 - present
High School: Don Vicente Rama Memorial National High School 2017 - 2022
Elementary: Don Vicente Rama Memorial Elementary School 2012 - 2017

Seminar Attended

3rd Career Summit 2023: Beyond AI last November 29, 2023

Etika sa Panahon ng AI: Pagpanatili ng Integridad laban sa Plagiarismo last June 24, 2023

LAC Session: Qualitative and Quantitative Research last September 2022

UP Cebu CODE 2022: Colloquium on Development and Education last December 10, 2022
 43

Personal Data

Name: ZIARIZA FAITH CABABAHAY PINILI Age: 17

Date of Birth: August 27, 2006 Place of Birth: Cebu City
Civil Status: Single Citizenship: Filipino
Sex: Female Tel. #: None
Religion: Roman Catholic Cell #: 09914583242
Address: Sitio Canaan, Basak Pardo Cebu City

Educational Background Inclusive Date

School Attended
Senior High: Don Vicente Rama Memorial National High School 2022 - present
High School: Don Vicente Rama Memorial National High School 2017 - 2022
Elementary: Don Vicente Rama Memorial Elementary School 2012 - 2017

Seminar Attended

3rd Career Summit 2023: Beyond AI last November 29, 2023

Etika sa Panahon ng AI: Pagpanatili ng Integridad laban sa Plagiarismo last June 24, 2023

LAC Session: Qualitative and Quantitative Research last September 2022

UP Cebu CODE 2022: Colloquium on Development and Education last December 10, 2022