CHAPTER I

THE PROBLEM AND ITS BACKGROUND

This chapter presents the introduction, statement of the problem, scope and limitation of

the study, significance of the study, conceptual framework and the definition of terms of

the study.

Introduction

The Department of Education implement the 2002 Basic Education Curriculum

(BEC), it is the product of 16 years of study (Elementary, High school and College)

conducted under the various DepEd secretaries, Lourdes Quimbing, Isidro Carino and Bro.

Andrew Gonzales. The BEC focuses on the basis of reading, writing, arithmetic, science

and patriotism. Values is integral to all the subject areas and students can be then ready for

lifelong learning. Thus, it seeks to cure the inability of students who cannot read with

comprehension at grade 3 and worse, at grade 6. The adoption of the BEC is optional for

private schools, although more than 50% of private schools have joined.

The Philippines is the last country in Asia and one of only three countries in the

world with a 10 year pre-university program. Concerning to this, DepEd developed the K-

12 program that aims to enhance learners’ basic skills, produce more competent citizens,

and prepare graduates for lifelong learning and employment. “K” stands for Kindergarten

and 12 refers to the succeeding 12 years of basic education (6 years of elementary

education, 4 years of junior high school and 2 years of senior high school). Students of the

new system will graduate at the age of 18 and will be ready for entrepreneurship, middle

level skills development and higher education upon graduation. The new curriculum give

students the chance to choose among three tasks (Academic, Technical Vocational
Livelihood and Sports and Arts) and undergo immersion, which provides relevant exposure

and actual experience in their chosen track. K-12 program accelerates mutual recognition

of Filipino graduates and professional in other countries.

Work Immersion is a key feature in the Senior High School curriculum and refers

to the part of that consists of 80 hours of hands-on experience of work simulation which

Grade 12 students will undergo to expose them to the actual work setting and to enrich the

competencies provided by the school.

After Senior High School, there are 4 exits: Entrepreneurship, job or work, Post-

secondary education or TESDA and College. For the entrepreneurship, the K-12 program

encourages students to become entrepreneurs with the inclusion of classes geared towards

running and managing businesses. It teaches basic business management that will allow

you to implement business ideas brewing in class or make profit from a passion.

Meanwhile, those students who decided to pursue technical-vocational track will be

qualified to apply for TESDA Certificate of Competency (COC) and National Certificate

(NC). With the different tracks offered by Senior High School, the skills and competencies

needed for COC or NC certification will be part of the curriculum eliminating the need to

enroll in a separate basic class to develop those skills. Also, Senior High School prepare

students to pursue higher education, especially those in the academic track, serves as an

introduction to some courses. It help students in acquiring knowledge in their choses

courses but also help them in making informed decision on which course to choose.

Therefore, Senior High School graduates are given opportunities for employment

that previous high school graduates did not have.

 To develop the skills, abilities, and competencies, a person should continuously

look for ways to enhance his or her performance. Through effective skill enhancement, he

or she will become more capable, competent and confident in his or her self.

Having a lot of values, manners and work ethics learned from the immersion

program, this will give them opportunity to do their job well in the future. Aligned with the

purpose of conducting work immersion, this urged the researcher(s) to conduct a research

entitled Perceived Levels of Skills Enhancement in Work Immersion. The researcher(s)

would like to know the levels of skills enhanced during their work immersion and to give

partner institutions some ideas and recommendations to improve good quality learnings to

the students.

Statement of the Problem

This study focused on the skill enhancement of Grade-12 students from Paharang

Integrated School during their work immersion .This study sought to answer the following

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

1.1. sex,

1.2. strand, and;

1.3. partner institutions?

2. What are the assessment of Senior High School of Paharang Integrated School on the

skills developed on Work Immersion Program in terms of :

2.1. communication skills

2.2. interpersonal skills

2.3. intellectual skills

2.4. self-management

2.5. learning skills

2.6. career development and management skills

3. Is there a significant difference on the assessment of the students’ skills developed on

work immersion when they are grouped according to their profile variables?

4. What proposed plan will be recommended to the partner institution for the enhancement

of students’ skills on work immersion?

Scope and Limitation

This study will mainly focused on the skills enhancement of the students during

their work immersion SY: 2018-2019, especially it includes the Grade-12 STEM and ICT-

CSS students of Paharang Integrated School.

The gathered information of this research study are derived from sources such as

articles and related research studies. The results of the data gathered by the researchers are
derived from survey questionnaire prepared by them and it is distributed to the Grade 12

Senior High School students of Paharang Integrated School.

Significance of the Study

The result of this research study are significant to the following:

To Paharang Integrated School, it provides insights and recommendations on

how to help the students improve their skills.

To the partner institutions, it serves as their guide in continuing and enhancing

their work immersion place for the students.

To the teachers, it gave them idea in guiding their students to enhance their skills.

To the students, this study is beneficial to the students in knowing how work

immersion contributes to the enhancement or development of their skills.

To the future researchers, this study serves as their reference and resource when

doing a research study related to this topic.

Conceptual Framework

This study discussed the overall flow of the study by showing the input, process

and output about enhancing the skills of the students after their work immersion.

INPUT PROCESS OUTPUT

 Gave survey
questionnaires to all
Grade-12 students of
Paharang Integrated
School who took work
1 .Profile of the
immersion program.
respondents in terms of: Recommendation plan
Statistical tools
 Sex
for partner institutions
needed:
 Strand to enhance students’
 Partner  f-Test skill(s) in their short-
Institutions  t-Test term of work
 Percentage immersion program.
2. Determine students’
 Frequency
skill(s) developed on
their work immersion  Ranking
 Weighted
mean
 Composite
mean
Definition of Terms

The following are the definition of some terms:

Attitude. It is a settled way of thinking or feeling about someone or something, typically

ones that is reflected in a person’s behavior (Oxford dictionary)

Career Development. It is the process of learning and improving your skills so that you

can do your job better and progress to better jobs. (Cambridge dictionary)

Communication. It is a process by which information is exchange between individuals

through a common system of symbols, signs or behavior.(Merriam-Webster dictionary)

Curriculum. It is the combination of instructional practices, learning experiences, and

students’ performance assessment that are designed to bring out and evaluate the target

learning outcomes of a particular course.(www.udel.edu)

Employment. It refers to an activity in which one engages or is employed seeking for a

gainful employment.(Merriam-Webster dictionary)

Enhancement. It refers to the improvement of something in relation to its value, quality,

or attractiveness.(Collins English dictionary)

Entrepreneur. It refers to an individual who, rather than working as an employee founds

and runs a small business, assuming all the risks and rewards of the venture.(Investopedia,

2018)

Institution. It is an organization, establishment, foundation, society, or the like, devoted

to the promotion of a particular cause or program(Dictionary.com)

Intellectual. It means involving a person’s ability to think and to understand ideas and

information.(Collins English dictionary)

Interpersonal. It refers to something involving, or occurring among several

people.(Vocabulary.com)

Personality. It refers to individual differences in characteristics patterns of thinking,

feeling and behaving.(Collins dictionary)

Post-secondary education. It refers to those whose highest level of educational attainment

is an apprenticeship or trades certificate or diploma.(Statistics Canada,2010)

Self-Management. It is about finding the self-control and mastery needed to take control

of once work.(Merriam-Webster dictionary)

Skill. Ability to use one’s knowledge effectively and readily and execution and

performance.(Merriam-Webster dictionary)

Work Immersion. It is the key feature in the senior high school curriculum that will help

develop learner’s life and career skills.(Barcelona,2018)

Workplace. Place where people work, such as and office or factory or place where work

is done.(Merriam-Webster dictionary)
 CHAPTER II
REVIEW RELATED LITERATURE

This chapter presents the review of related studies and review of related literature

of the study.

Senior High School Program

According to Melanie I. Cantos(2018), one of the teacher of Bataan National High

School,during the hearing of the Crafting and Enhancement Basic Education Act of 2013,

many Filipinos expressed opposition from both parents and educators as well. Due to the

recognition given to the valid reasons of the oppositions, the law makers see the urgency

of amending the age-old education system of the Philippines for the students to cope up

with the challenges of the 21st century thus the proposed plan act was approved and acted

in year 2013.

The Enhanced Basic Education Act of 2013 stipulates that the two more years in

high school shall be added, hence the creation of Senior high school. The purpose of this

act is to enhance further skills and knowledge of students to be well equipped in facing

the challenges that lay ahead to their curriculum exit.

To ensure that objective would be met, DepEd include two tracks in the

curriculum. The Academic track that includes various strands for those students who

wants to pursue higher education in College and the Technical-Vocational Livelihood

Track for students that would be opted to work or find job after Senior high school.
Work Immersion Program

The work immersion for Grade 12 students have started their work immersion

related to their chosen tracks. The immersion trains students to strengthen their work in

the future.

According to the Department of Education(2017), this program is an 80 hour hands

on encounter. Wherein, Senior high school students must experience in an open genuine

working environment setting and improve their abilities learned in school. Furthermore,

the Department of Labour and Employment issued an advisory where students will work

between 8:00 am until 5:00 pm every day for a minimum of 80 hours or a maximum of

240 hours per term. Students below 15 years old needs to have their parent’s consent and

shall be at the workplace for at most 4 hours a day. state that the immersion program is

the integral part of the k-12 program in fully realizing its goal to produce job-ready

graduates equipped with industry-based.

Work immersion enables learners to become familiar with the workplace,

stimulate work and apply their competencies in authentic war environments. In addition,

this is strengthened with the DepEd Order No. 30, s. 2017, the program aims to help

develop life and career skills and prepare learners to decide regarding post-secondary

education or employment

The program Work Immersion for Grade 12 students will help develop the

learner’s life and career skills. According to Department of Education(2017), this will

prepare the students to make decision on post-secondary education or employment.

DepEd hopes that the partner institutions will provide the learners with work immersion
opportunities, workplace or hands on experience and additional learning resources

through partnership building.

Furthermore, the work immersion aims to make the learner appreciate the

importance and application of the principles and theories learned in school, it can also

enhance their technical knowledge and skills, enrich work habits, attitudes, appreciation,

and respect for work.

This curriculum will prepare them in their curriculum exits that includes higher

educations, employment, middles skills development and entrepreneurship, learners are

not only able to apply their previous training but also able to experience the social

interactions in a work environment.

Communication skills

Being able to communicate is perhaps the most important life skills. It passes

information to other people and to understand what is being said. Communication is the

act of transferring information from one place to another. It may be vocally, written,

visually or non-verbal. Communication skills are needed to speak appropriately with wide

variety of people whilst maintaining good eye contact, demonstrate a varied vocabulary

and tailor your language to your audience, listen effectively, present your ideas

appropriately, write clearly and concisely, and work well in a group. [1]

Interpersonal skills

People with strong interpersonal skills are often more successful in both their

professional and personal lives. It include wide variety of skills though many are centered

on communication such as listening, questioning and understanding body language.

Interpersonal skills are also referred to as social skills, people skills or life skills. Many
people use the term communication skills for interpersonal skills, but it covers more

including decision-making and problem solving plus working in a group or team and

emotional intelligence. [2]

Intellectual skills

Intellectual skills are defined as the methods an individual can use to evaluate or

organize information and data. One commonly recognize intellectual skills is critical

thinking, which is the ability to analyze and interpret information to assess its context and

validity. It includes multiple specific skills: asking questions about information,

comparing material to known information and drawing connections between information

and its context for analysis Zamboni(2010).

Self-management

Self-management skills refers to step, strategies and skills that individuals can use

toward the achievement of goals. According to Larrocca (2017), the students with strong

self-management skills arrived to class prepared, pay attention, follow directions, allow

others to speak without interruption and work independently with focus. In addition, these

skill can predict important like outcomes such as high school completion, physical health,

income, and substance dependence. However, Lakien (1973) indicated that when a person

who tries to manage himself or even participated himself in a training about self-

management a significant immediate long term effects and on their attitudes and

behaviors. Furthermore, individuals who participated himself in a self-management

program could have fewer job included tension, fewer stresses and greater job satisfaction

done individuals did not .Macan(1990).

Learning skill

Learning is about one thing to understand and discover new things and able to

apply it quickly in real life. It also involves taking on new tasks and being able to adapt

for change. There are ways to develop or improve their learning skills: doing a short course

or an online course, researching skills and courses you’d like to do, starting a new hobby,

joining or supporting volunteer group and teaching yourself in new skill.

Career and Management Development Skills

A person who keep on learning no matter what field he is, will surely develop and

improve his skill. Career development is one of the key areas to become more effective at

work.

Some factors that can help a person to develop his career include: having a good

attitude at work, identifying your priorities and building essential skills. These three things

can have a positive impact in your effectiveness at work. Another important thing that

contribute to your career development is setting goals. Great goal setting means you can

take steps to improve any aspects of your work, and will allow you to progress

professionally.

Advantages of Work Immersion Program

The number of youth unemployment hampers meaningful economic development

of one country. And sometimes they lack knowledge, skills, and work experience. This,

put them at an advantage. One way to address this is through the DepEd’s Senior High

School Program and one of its components is the Work Immersion Program.

According to DepEd(2018) through this program, the students can be ready for

their big step in working and be comfortable and familiar with business-related conditions
in line with their specialization. In addition, Work Immersion is very useful as it helps the

Senior High School students to assure if what they have chosen in school is what they

want to have as a career.

However, according to Ivy A. Lopez, Administrative Assistant II Roxas City

Division, one of the advantages of work immersion is that this serves as the internship

program to those who are soon will be stepping up in college. Furthermore, it is considered

to be one of the most effective way to enhance the students’ skills in their chosen field.

Work Immersion Program will help the students to acquire knowledge and experience that

can contribute them to grow as individual professionals.

Mrs. Melanie I. Carlos (Teacher II-Bataan NHS-SHS) conceptualized that work

Immersion Program aims to expose students to the harsh realities of environment in a

work place. Work Immersion’s main goal is to give students’ an in-depth learning

experience of their supposed future work place. According to Mangaluz(2018), it acts as

a preparation for students.

By the end of the Work Immersion of students, they should be able to use the skills

they have learned in school and apply them to real-life situations in an actual workplace.
 CHAPTER III
METHODOLOGY

The content of this chapter includes the research design, statistical

treatment of data that the researchers used to come up with respondents of the

study, data gathering instrument, data gathering procedure, and scoring of

accurate information and data.

Research Design

The researchers used descriptive design to figure out the Perceived

Levels of Skills Enhancement in Work Immersion. It involves gathering of data

using survey-questionnaire and quantitative approach. According to SAGE

Publication (2018), quantitative research focuses on collecting data through polls,

questionnaires and survey or by manipulating pre-statistical data using

computational techniques. This method emphasized objective measurements

and the statistical, mathematical or numerical analysis of data. Aligned with the

study of SAGE Publication (2018), the researchers believed that using descriptive

research design is beneficial to this study.

Respondents of the Study

The respondents of the study are Senior High School students from Grade

12. There are 34 students from ICT-CSS (Computer Software Servicing) and 15

students from STEM (Science, Technology, Engineering and Mathematics).

There are 49 respondents of Grade 12 students from Paharang Integrated

School.

Data Gathering Instrument

The researcher(s) used a constructed questionnaire from a related study

to easily determine the skills enhanced in the work immersion experienced of the

students. The study aimed to know the skills enhanced and skills to improve,

wherein the questionnaire will be used for determining it. It doesn't need to

validate the questionnaires since the questionnaires were adopted from other

study. There's no validation on the questionnaires.

Afterwards, the researchers gave the students the questionnaires that is

needed to answer during the class hours as permitted by the school head.

The researcher(s) used a 5 point Likert scale in interpreting the results. In

the Likert scale technique, the degree of agreement or disagreement is given a

numerical value ranging from one to five, thus a total numerical value can be

calculated from all the responses.

The equivalent weights for the answers are:

Rank Range Interpretation Level

4 3.35-4.00 Strongly Agree Very High
3 2.55-3.34 Agree High
2 1.75-2.54 Disagree Low
1 1.00-1.74 Strongly Disagree Very Low
Data Gathering Procedure

Procedures were followed by the researchers for the fulfillment of the study.

Choosing the Title. Title is a must for a study which was approved and defended

to the panelist.

Instrument Preparation. Existing questionnaire that was already validated is

used for the study. This is to ensure that the tool is reliable and valid.

Administering the Questionnaire. Questionnaires are personally distributed by

the researcher(s) during class hours. Clear explanation of the objectives was

discussed to the participants and the confidentiality is given in order to assure

cooperation.

Statistical Treatment of Data

Senior high students of Paharang Integrated School are given a time to

answer the questionnaire. The following statistical formulate were used are:
 1. Percentage. It is the number or ratio in relation to a whole and in this

study, it will be used to determine the percentage of the profile of the

respondents in terms of sex, age, strand and partner institutions.

2. Frequency. This refers to the number of times that the periodic function

repeats. It will be used to determine the frequency counts of personal related

variables of the respondents.

3. Ranking. It is a position in a scale of achievement or status that will be

used to determine the positional importance of the responses.

4. Weighted Mean. This refers to the computed average of the values of a

set of items. It will be used to determine the assessment of the respondents with

regards to their personal profiles.

5. Composite Mean. It is the computed mean of the variables and it will be

used to determine the average of each variables of the respondents.

6. f-Test. It is a statistical test that is used to determine whether two

population have the same variances. It is particularly used to analyze and test the

difference between variables in terms of partner institutions.

7. t-Test. It is a kind of hypothesis testing tool and in this study, it was used

to determine if there is a significant difference between the means of two groups

which are sex and strand.

 CHAPTER IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the presentation of data gathered, analyzed and

interpreted by the researchers using appropriate statistical tool to answer the

problems stated in Chapter I.

Part 1: Demographic Profile of the Respondents

This part discussed the demographic profile of 49 students of Grade 12

STEM and ICT (CSS) of Paharang Integrated School, who became the

respondents of the study that answered the survey questionnaires given by the

researchers. The description of the study includes the sex, strand and partner

institutions.

Table 1.1 Sex of the Respondents

Sex Frequency Percentage (%)

Male 16 32.7

Female 33 67.4

Total 49 100

Table 1.1 displays the frequency and percentage distribution of the students

in terms of their sexes. The table shows that most of the students who participated

in the study are females with (67.4%) while the males has (32.7%).
Table 1.2 Strand of the Respondents

Strand Frequency Percentage (%)

STEM 15 30.6

ICT 34 69.4

Total 49 100

Table 1.2 present the different strands that the immersionist are currently

taking. In 49 students who participated, 30.6% of them are under the STEM

(Science, Technology, Engineering and Mathematics) while the ICT (Information

and Communication Technology) has 69.4% being them the most number of

respondents.

Table 1.3 Partner Institution of the Respondents

Partner Institution Frequency Percentage (%)

Provincial Engineering’s 5 10.2

Office (PEO)

Red Cross Batangas City 15 30.6

Chapter
 BANAPRA 4 8.2

NIVRAM 4 8.2

MCTech 11 22.4

Scholarship Office 10 20.4

Total 49 100.0

Table 1.3 presents the different partner institutions of the

respondents during their work immersion. Most of the immersionist came

from Red Cross Batangas City Chapter with 30.6% and NIVRAM and

BANAPRA have the least number of immersionist and also have same

percentage with 8.2%.

Part 2 Perceived Levels of Skills Enhancement in Work Immersion

Part 2.1 Communication Skills

Item Weighted Mean Level Rank

1.communication skill 3.45 Very High 2

effectively and
appropriately on a one-to-
one basis.

2. oral presentation ability 3.27 High 4

to present ideas orally to an
 audience; to discuss and
argue a case.

3. willingness and able to 3.51 Very High 1

hear and actively
comprehend verbal
messages without undue
blocking through, for e.g.,
prejudice or assumptions.

4. written skills by 3.22 High 5

(grammatically accurate
reports) right style for the
right occasion.

5. computer literacy ability 3.29 High 3

to use computer
applications (encoding and
installing) appropriate to the
vocational direction you are
pursuing.

Composite Mean 3.35 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows that the statements with the highest weighted mean of 3.45

and 3.51 are the statement 1 and 3. This means that the communication skill and

their willingness in their work immersion is effective to the students, while

statement 2, 4 and 5 with a weighted mean of 3.27, 3.22 and 3.29 have the least

weighted mean. According to Pederson(2009), effective communication in the

workplace is open, candid and plays a backbone role. In order to get things work

effectively, effective communication is very important. However, it is one the most

important work ethics that is used within the workplace. (Montgomery, 2008).

Part 2.2 Interpersonal Skills

 Item Weighted Mean Level Rank

1.social competence ability 3.39 4.5

to relate to others; socially Very High
at ease with people from a
variety of backgrounds

2. self-confidence in being 3.41 Very High 3

active in cooperating in a
group task

3.group/teamwork ability to 3.67 Very High 1

cooperate with others and
make a variety of
contribution (e.g., ideas
organization) in a joint
venture

4. leadership ability to 3.39 Very High 4.5

manage, guide, facilitate a
group or activity so as to
maximize its success and
the contribution of
participants

5.organization skills in 3.47 Very High 2

responding to the request
of others

Composite Mean 3.47 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of

students in terms of interpersonal skills. All of the statements have a very high level

of skills enhancement based in their weighted mean. According to Tucker (2019),

effective interpersonal skills ensure your success as a team player at work. Strong

interpersonal skills help you build connections with your co-workers. Without this

skills, co-workers and supervisors might view the person as aloof, self-focused and
unapproachable. Effective interpersonal skills produce strong team leaders,

supervisors and managers. According to a 2007 interpersonal study conducted by

a Tracom Group, 84.8% of the business professionals witnessed an executive

level leader skills and 90.2% of executives said effective communication was a key

ingredient for entry-level managers to move into executive level positions.

Part 2.3 Intellectual Skills

Item Weighted Mean Level Rank

1. creativity using 3.39 Very High 2

imagination and innovate,
develop ideas to carry out
plans

2. critical/analytical thinking 3.27 High 4

ability to consider issues

3. problem solving ability to 3.16 High 5

confront obstacles in
pursuing an objective and
arrive at positive ways of
overcoming them

4.reasoning ability to 3.49 Very High 1

choose wise decision

5.comprehension ability in 3.37 Very High 3

acquiring knowledge,
expressing ideas and
opinions through
discussion and writing

Composite Mean 3.33 High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of

students in terms of intellectual skills. Statement 1, 4 and 5 have the weighted

mean of 3.39, 3.49 and 3.37 that has the level of very high while statement 2 and

3 have the weighted mean of 3.27 and 3.16 with a level of high. According to

Infarner(2006) and Miller(2009), over 2500 years ago, Socratic method were

started by Socrates and began teaching what is today known as critical thinking.

The method of teacher and student volleying information and questions back and

forth in order to share dialogue and engage in an exchange of ideas has been

dubbed the Socratic Method (Chapman, n.d.). It was supported by Le &

DeFlippo(2008) and Miller(2009) that thismethod brings the students’ eagerness

to learn alive by probing their beliefs and achieving a higher level of understanding

rather than spewing memorized facts. Furthermore, critical thinking allows

students to clear up misconceptions, discover half-truths, unravel derisory beliefs,

investigate self-contradictory attitudes and scrutinize inadequate evidence

(Edmonds, Hull, Janik & Rylance, 2005; Firey, 1999).

Part 2.4 Self-Management Skills

Item Weighted Mean Level Rank

1.Pro-active approach 3.33 High 5

ability to initiate activities
without the need of
prompting others

2.patience that allows me to 3.49 Very High 2

remain calm and
untroubled when faced with
delays and problems

3.self-presentation ability to 3.47 Very High 3.5

demonstrate in an
appropriate manner, in oral,
 written and physical form,
the qualities you possess

4. responsibility ability to 3.47 Very High 3.5

act or decide on your own,
without supervision

5. self-discipline ability to 3.59 Very High 1

manage yourself in
reaching goals and carrying
out tasks

Composite Mean 3.47 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of

students in terms of self-management skills. Statement 2, 3, 4 and 5 have the

weighted mean of 3.49, 3.47, 3.47 and 3.59 that has the level of very high while

statement 1 have the weighted mean of 3.33 that shows high level. According to

Ducker(1999) appropriate self-management is also crucial for knowledge workers

success. It was supported by Kearns and Gardiner(2007) that planning and

prioritizing are very important in a world where available time is limited and

knowledge workers are expected to be able to cope with the high pressure of many

activities at the same time and such as needs high self-management skills. So far,

self-management has not got a lot of attention in the field or workplace.

Part 2.5 Learning Skills

Item Weighted Mean Level Rank

1.active learning 3.51 Very High 3

willingness to take an active
 role responsibility for my
own learning

2. learning diagnosis ability 3.47 Very High 4

to identify what I know and
what I don't know

3. learning planning ability 3.45 Very High 5

to plan learning and to set
targets

4.learning resources ability 3.61 Very High 1

to identify resources for
learning (people, books,
software, etc.)

5. learning reflection ability 3.53 Very High 2

to reflect on learning

Composite Mean 3.51 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of

students in terms of learning skills. All of the statements have a very high level of

skills enhancement based in their weighted mean. According to the study “A Study

Contrasting Employer and Student Expectations of a Work Experience Program’’

(2000) by the Graduate College University of Wisconsin-Stout, when the students

are involved in work based-learning which necessitated more higher level of

learning and skills, students generally found their work-based experiences to not

only be rich in opportunities to practice, but were providers of increased skills in

problem-solving critical thinking, and team work skills. They saw their work-based

experiences as an effective way to gain many of the skills needed to succeed in

an ever increasing technological workplace.

 Part 2.6 Management and Career Development

Item Weighted Mean Level Rank

1.career employment 3.47 Very High 2.5

awareness ability to identify
a range of options open to
me in work and in
community life and have a
realistic sense of what
qualities they might require

2. decision making ability to 3.45 Very High 4

weigh alternative
approaches and make a
commitment to and carry
out a selected option

3. breadth (wide scope or 3.33 High 5

range of something) of
vision to recognize
opportunities, ability to
perceive the possibility of
future developments

4. organizational skills 3.55 Very High 1

ability to make and carry
through an action plan with
others to achieve a given
objective

5.coordinating ability to 3.47 Very High 2.5

contribute in an assigned
task that lets the
organization act as a
unified whole
 Composite Mean 3.45 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of

students in terms of career and management skills. Statement 1, 2, 4 and 5 have

the weighted mean of 3.47, 3.45, 3.55 and 3.47 that has the level of very high while

statement 3 have the weighted mean of 3.33 that shows high level. A study by

Poole(1993) listed skills schools need to teach such as understanding how to apply

and interview for a job, possessing good work habit and attitudes adapting to

change and learning new skills, solving problems, and developing thinking skills.

Many of these skills are often related to the vocational programs as many feel that

general employability skills and career decision making skills are the responsibility

of vocational education (Jennings,1995).

Part 3: Is there a significant difference on the assessment of the students’

skills developed on work immersion when they are grouped according to

their profile variables?

Part 3.1 Significant difference in terms of sex

 Variable F Value P Value Significan Decision
t Or Not
1.Communication Skills 0.18 0.67 Not Accept H0
Significant

2. Interpersonal Skills 0.26 0.61 Not Accept H0

Significant

3. Intellectual Skills 0.36 0.55 Not Accept H0

Significant

4. Self –Management 1.43 0.24 Not Accept H0

Significant

5. Learning Skills 1.86 0.18 Not Accept H0

Significant

6. Management and 1.34 0.25 Not Accept H0

Career Development Significant

Table 3.1 displays the significant difference between the sex of the

respondents/immersionist and their perceived level of skills enhancement during

their work immersion. An independent t-test suggested that there are no significant

differences between the level of skills enhancement of the male and female

immersionist because the significance of the t-test results are greater than 0.05 for

communication skills, interpersonal skills, intellectual skills, self-management

skills, learning and career and management skills. Therefore the null hypothesis is

accepted. According to Elesser(2015), male and female leaders essentially

behave in a very similar manner, yet are described quite differently. For

Reddy(2018), all leaders regardless of their sex and age, have certain traits in

common. For example, they are organized, ambitious and intelligent.

Part 3.2 Significant difference in terms of strand

 Variable F Value P Value Significan Decision
t Or Not
1.Communication Skills 0.002 0.97 Not Accept H0
Significant
2. Interpersonal Skills 1.54 0.22 Not Accept H0
Significant

3. Intellectual Skills 0.77 0.39 Not Accept H0

Significant

4. Self –Management 39.35 0.00 Significant Reject H0

5. Learning Skills 6.03 0.02 Significant Reject H0

6. Management and 2.97 0.09 Not Accept H0

Career Development Significant

Table 3.1 In terms of Self-Management and Leaning skills there is

significant difference between the strands that the immersionists belongs to.

According to Suess(2015), self-management refers to a combination on how

people manage themselves in their work. In Learning skill, “A Study Contrasting

Employer and Student Expectations of a Work Experience Program’’ (2000) by the

Graduate College University of Wisconsin-Stout, when the students are involved

in work based-learning which necessitated more higher level of learning and skills,

students generally found their work-based experiences to not only be rich in

opportunities to practice, but were providers of increased skills in problem-solving

critical thinking, and team work skills. The difference with the students’ strands

affects their learning ability and management skills to adjust and relate their own

knowledge because it is different and not aligned with the strand they took.
 Part 3.3 Significant difference in terms of Partner institution

Variable F Value P Value Significan Decision

t Or Not
1.Communication Skills 0.37 0.87 Not Accept H0
Significant
2. Interpersonal Skills 1.17 0.34 Not Accept H0
Significant

3. Intellectual Skills 1.38 0.25 Not Accept H0

Significant

4. Self –Management 1.46 0.22 Not Accept H0

Significant

5. Learning Skills 1.61 0.18 Not Accept H0

Significant

6. Management and 0.60 0.70 Not Accept H0

Career Development Significant

Table 3.1 displays the significant difference between the partner institutions

of the respondents/immersionist and their perceived level of skills enhancement

during their work immersion. An independent t-test suggested that there are no

significant differences between the level of skills enhancement of the

immersionists in their partner institutions because the significance of the t-test

results are greater than 0.05 for communication skills, interpersonal skills,

intellectual skills, self-management skills, learning and career and management

skills. Therefore the null hypothesis is accepted.

 CHAPTER V

SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of the findings, conclusion and

recommendation of the study.

SUMMARY

This study aims to identify the perceived level of skills enhancement in work

immersion in terms of communication skills, interpersonal skills, intellectual skills,

self-management, learning skills and management and career development.

The findings of the study are based on the data gathered through a survey

questionnaire conducted at Paharang Integrated School with a total of 49

immersionists from ICT (CSS) and STEM. Descriptive research design with a

checklist questionnaire was used in the study and quantitative method was used ti

interpret the data gathered.

FINDINGS

1. In total, there are 49 respondents from Paharang Integrated School.

1.1 Sex

From the respondents, there are 16 males (32.7%) and 33 females

(67.3%).

1.2 Strand

From STEM students, there are 15respondents (30.6%) and 34

respondents (69.4%) from ICT.

1.3 Partner Institution

From the respondents, there are 5 immersionists (10.2%) in

Provincial Engineering Office; 15 (30.6%) in Red Cross; 4 (8.2%) in

 BANAPRA and NIVRAM Computer Center; 11 (22.4%) in MCTech

and 10 (20.4%) in Scholarship office.

2. The findings of the study shows that the students perceived their skills

during their work immersion program. In terms of Communication skills,

the composite mean is 3.35 with a very high level. The second item

which is the Interpersonal skill has a composite mean of 3.47 with very

high level. The third item has a composite mean of 3.33 with a high level

of Intellectual skill. The fourth item has 3.47 composite mean with a very

high level of Self-management skills. The fifth item is the Learning skill

that has 3.51 composite mean with a very high level. Lastly, in terms of

Management and Career Development skill, the composite mean is 3.45

with a very high level.

3. When the respondents are grouped according to their sex, strand and

partner institution. The result of the data gathered shows that there is no

significant difference in terms of sex and partner institutions. In strand,

the data gathered has significant difference with its variables. Both male

and female has the same level which is very high. In terms of Strand

there is a significant difference because Self-management skills and

learning skills of the students from different strand has different set of

subjects and knowledge to cope up with the challenges in their

workplace.

Conclusion
 From the summary of findings, the following conclusions are

deducted.

1. In terms of sex, most of the respondents are female with the

frequency of 33 or 67.3%. While in the distribution of the respondents

according to their strand, most of the respondents belong to ICT with

a frequency of 34 or 69.4%. The frequency of 15 or 30.6% of them

spent their immersion at Red Cross Batangas Chapter.

2. Based on the level of skill enhancement during work immersion in

terms of intellectual skill indicates that the immersionists are at high

level having a composite mean of 3.33. There is significant difference

with the self-management and learning skill according to their strand.

3. There is no significant difference with the sex of the respondents and

partner institutions to their level of skills enhanced during their work

immersion program. Therefore, the null hypothesis is accepted.

4. From the data gathered, it is concluded that students must choose

their own partner institution according to their strand and it must be

aligned with their preferred exit after Senior high school.

Recommendations

From the conclusion of this study, the researchers highly recommend

the following:

1. Good partnership with other institutions incline with the strand of the

future immersionists.
2. Grade 12 students must have a symposium regarding their partner

institutions.

3. To the future immersionists, they must choose the right institution or

work immersion place that is suitable to their strand.

4. Partner institution must have activities that will enhance the skills of the

immersionists.

5. Conduct another study related to this topic. Partner institutions can be

respondents too.