i

Chapter 1

THE PROBLEM AND ITS BACKGROUND

Rationale

Students work immersion journey refers to the subject of the Senior

High School Curriculum, which involves hands-on experience or work

simulation in which learners can apply their competencies and acquired

knowledge relevant to their track (Liego, 2017). It provides Senior High School

learners with opportunities to become familiar with the workplace, simulate

employment, and to apply their competencies in areas of specialization or

applied subjects in actual work environment to prepare learners for all

curriculum exits. Some of problematic issues of work immersion are attitude of

superiors towards students, schedule of work, unapproachable co-workers,

and tedious work were encountered (Macalintal & Chavez, 2020).

All over the globe like USA, Australia, Singapore, Canada, India,

Japan, China, or Germany, most of these countries have been particular with

twelve years in basic education. This has been a trend to address global

needs, especially in manpower. There are some problems that they

encountered in work immersion which are attitude of superiors towards

students, schedule of work, and shyness and also the difficulties encountered

by the students in their work immersion concerning family support,

supervisory support, work habit, and competence (Urban et al., 2012).

Also, Cambodia is among the world’s poorest nations. They

encountered problem in work immersion which is the nature of work,

2

responsibilities, behavior, and time management. In addition, the study

revealed that the difficulties encountered by work immersion students with

work immersion supervisors have no relationship with their sex (Heuveline,

1998).

In the Philippines, youth unemployment continues to hamper

meaningful economic development. The Labor Force Survey reports that in

2016, about 48.4 percent of the 2.4 million unemployed were between 15 to

24 years old, with some level of high school education. The Department of

Labor and Employment (DOLE) often cites job-skills mismatch as one of the

reasons behind unemployment. Among the youth, their lack of knowledge and

skills training or work experience puts them at a disadvantage. To improve

their employment prospects, it is an advantage for students to develop

relevant skills as early as high school. Some of the common problems of the

students in the work immersion are their communication skills and stress

management. The Department of Labor and Employment (DOLE) often cites

job-skills mismatch as one of the reasons behind unemployment. Among the

youth, their lack of knowledge and skills training or work experience puts them

at a disadvantage (Asian Foundation's, 2018).

Furthermore, According to Onte (2019), they encountered problem like

didn’t handle their stress, time management and Schedule of work. The study

made use of quantitative descriptive method. The program was used to

enhance and developed students’ skills towards chosen tracks, strands and

specializations that only be done thru work immersion training.

Moreover, this research was conducted to explore the lived

experiences on Work Immersion of pioneer graduates of Senior High: Grade

3

12 Humanities and Social Sciences. However, there are only limited studies

conducted in qualitative research format which explore the experiences of the

students in work Immersion. (Olido, 2018).

Additionally, according to Acut et al. (2021), this study involved twenty-

five (25) Grade 12 STEM strand students who were immersed in a science

and technology-based industries and he use quantitative research. While our

study has only 14 informants and we focused on Grade 12 SHS students in

Tagugpo National High School and we use qualitative research. With this

mentioned gap, it is imperative to a conduct a study to explore the

experiences and insights of the students in the work immersion. Moreover,

this study would be beneficial to the parents, the teachers and students to

appreciate and understand the work immersion. Through public forum we

share the results of this study.

Theoretical Lens

According to Kolb (1984), experiential learning theory was the

framework for this study. It suggests that experiential learning opportunities

should be grounded in a theoretical framework to ensure each opportunity is

educational. “Learning from experience” therefore, begins with experiential

education in the broadest sense and is followed by experiential learning in the

field and one of the ways in which learning in the field can be facilitated is

through work-integrated learning. Work immersion can develop to exposed

and become familiar with work-related environment related to their field of

specialization to enhance their competence. In connection to the study at

hand, Work Immersion is helps students acquire the required aptitudes and
4

skills through hands on and real life training and to develop both hard and soft

skills needed in the chosen profession of students.

Purpose of the Study

The purpose of this phenomenological study is to know and

understand the difficulties experienced by the students of Grade 12 students

of Tagugpo National High School.

Research Questions

1. What are the experiences of the students in the work immersion?

2. How do the students cope with the challenges they experienced in

work immersion?

3. What are the insights shared by the students about work

immersion?

Significance of the Study

This study is deemed significant as it offers additional researchers that

may indicate the work immersion. It will be undertaken to find out the

experiences of students in work immersion. The result of this study will be of

Great benefit to the following.

To the student, the findings of this study will have great benefits to the

students to enhance their knowledge and skills that will help them to the near

future.

To the teachers, the findings of this study will likewise be useful as the

teacher will know what’re the knowledge and skills of students and what

courses fits them.

5

To the school, to acknowledge that the students of this campus was

able to undergo work immersion and enhance their knowledge and skills. The

outcome of the study is beneficial to the present researchers, in providing

them the information about what is the impact of work immersion in enhancing

the students knowledge and skills.

Definition of Terms

Students Work Immersion Journey. As used in this study, this term

refers to the subject of the senior high school curriculum, which involves

hands-on experience or work simulation in which learners can apply their

competencies and acquired knowledge relevant to their track.

Phenomenology of Joys and Sorrow. As used in this study, this term

refers to a lived experience, an emotion and, in the language of contemporary

social theorizing, an affect and sorrow refers to a cause of a feeling of great

sadness.

Scope and Limitation of the Study

This study is delimited on determining and exploring the experienced

by the students in the work immersion. This covers fourteen (14) students of

Grade 12 students in Tagugpo National High School SY 2023. Seven (7) of

the participants’ from in-depth-interview (IDI) and seven(7) from focus group

discussion (FGD). The aspects that will be looked into by the researchers are

the experienced by the students, how they coped with those difficulties

challenges they encountered, and their insights regarding to their experiences

in the work immersion.

6

References

Acut, D. & Curaraton, E. & Latonio, G. & Latonio, R. ( 2021), Work immersion
performance appraisal and evaluation of Grade 12 STEM students in
science and technology-based industries
https://iopscience.iop.org/article/10.1088/1742-6596/1835/1/012013.

Al-Kindi Center for Research and Development

https://al-kindipublisher.com › …PDF Work Immersion Program

for Senior High School in the Division of Pasay

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

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

DepEd (2017). Department of Education. Work Immersion Curriculum

Guide,

https://www.deped.gov.ph › …PDF Work Immersion April 2017

Page 1 of 4 *for TVL, must have finished one
Heuveline, P. (1998). Towards the demographic reconstruction of a decade
of Cambodian history. Studies, 52(1), pp. 49–65.
https://www.jstor.org/stable/2584763.

Leah, A. (2019) Home| Careers| Work Immersion

https://digitalhubacademy.org/work-immersion

Macalintal, I., and Chavez, C. (2020). Home| Pair Multidisciplinary Research

Journal, vol. 39 no. 1
https://digitalhubacademy.org/workimmersion/#:~:text=What%20i
%20’work%20immersion’%3F,knowledge%20relevant%20to%20their
%20track.

Onte I. (2018). Level of Compliance of Public Senior High School on Work

Immersion Program Of TVL- Home Economics Strand in the Division of
Pasay: Basis for a Proposed Continuous Improvement Plan” (Master of
Arts in Education) City University of Pasay, Pasay City.

Olido, M. (2018), Passion on everything: Live Experiences on Work

Immersion of Humanities and Social Sciences Students.
7

https://www.academia.edu/40815339/PASSION_ON_EVERYTHING_L
IVED_EXPERIENCES_ON_WORK_IMMERSION_OF_HUMANITIES_
AND_SOCIAL_SCIENCES_STUDENTSscience.iop.orgens

Roberts, J. W. Beyond learning by doing: theoretical currents in experiential

education. New York: Routledge, 2012.
https://www.routledge.com/Beyond-Learning-by-Doing-Theoretical-
Currents-in-Experiential-Education/Roberts/p/book/9780415882088

Urban, M., Vandenbroeck, M., Van Laere, K., Lazzari, A., and Peeters, J.
(2012). Towards competent systems in early childhood education and
care. Implications for policy and practice. European Journal of
Education, 47(4), 508-526.
https://digitalhubacademy.org/workimmersion/#:~:text=What%20is
%20’work%20immersion’%3F,knowledge%20relevant%20to%20their
%20track.ur
8

Chapter 2

Review of Related Literature

This Chapter presents the review of related literature on the exploration

of the students in work immersion have become even more common.

The Problem of Students in Work Immersion

In the Philippines, youth unemployment hampers meaningful economic

development. The sector’s lack of knowledge, communication skills, and work

experience puts them at a disadvantage. One way to address this is through

the Department of Education’s Senior High School (SHS) program, ushered

by the K-12 education reform (Asian Foundation, 2018). More to say that

Philippines they have problem in work immersion one of that is lack of

knowledge and their Communication skills.

Moreover, according to Macatuggal et. al (2020), work immersion is a

part of the K-12 curriculum, which is implemented specifically for senior high

school students; it is a hands-on work experience that will expose students to

an actual workplace setting. This experience will serve as the students’

training ground to apply the competencies they have learned in the school

and enhance them through their engagement and involvement in the

9

operations. This experience will enable the students grow as professional

individuals. The researchers conducted this study to determine the challenges

encountered by selected General Academic Strand students in work

immersion in Bestlink College of the Philippines and they encountered a

problem in work immersion in terms of nature of work, responsibilities, and

behavior.

Furthermore, An online survey was conducted from 48 student

respondents from Calamba City Senior High School who graduated during the

school year 2017-2018 and 2018-2019 under the STEM strand. The results

showed that students were prepared for work immersion in terms of

punctuality, interpersonal relationship, and safety measures, as indicated in

their responses. They were not as prepared as the first three mentioned

indicators when it comes to efficiency and productivity, as revealed in the

responses. Problems like Attitude of superiors towards students, schedule of

work, unapproachable co-workers, and tedious work were encountered.

Based on the findings, the following conclusions were made: Grade 12

students were prepared for work immersion, and they need more activities to

develop themselves to become efficient workers. There were problems

encountered by Senior High School students during work immersion with

partner industries that need to be addressed in school for them to adapt when

they are in the actual workplace easily (Makalintal and Chavez, 2020).

Additionally, according to Insorio et. al (2021), the students must

experience the work immersion despite the present scenario. This was done

by bringing work immersion into the comfort of their home. However, they

experienced difficulties in terms of work habits like unstable internet

10

connection, noise distraction at home, time management, and difficulty in

answering the learning task. Also, they receive less parental assistance in

accomplishing tasks because their parents were busy with their work, but they

were expected to perform household duties. Furthermore, they evaluated

work immersion at home as an excellent experience wherein their

competencies as HUMSS graduates were developer.

Work immersion program for senior high school students has been

implemented by the Filipino Government’s Department of Education (DepEd)

and support by the Asian Foundation’s Coalitions for Change (CFC), working

alongside national and local government agencies, private and public

enterprises and nongovernmental organizations. The program is offered as a

pre-requisite to graduation to Grade 11 to Grade 12 students, aged 15 to 18,

of Department of Education public schools, private schools, States Colleges

and universities and Technical-Vocational institution. They experience

difficulties in work immersion due to lack of knowledge, communication skills

and self confidence (AsianFoundation.Org, 2018).

The study intended to determine and analyze the work immersion

performance of the Grade 12 students in the district of Bani, Pangasinan. It

described the profile of the students in terms of age, sex, strand and work

immersion venue and the degree of seriousness of the problems they

encountered, which affected their immersion performance (Matabang &

Quimson, 2019).

Immersion experience is experiential Learning involving intensive

instruction and exposure to various social issues. Students will have the

opportunity to learn outside of their comfort zones. In anticipation, a properly

11

structured immersion has the potential in enabling positive influence to

attitudes of students. It provides better impact on students, especially for

those struggling to sustain changes in their attitudes and actions. They can

carry this positive attitude in their future career employment (Sokol, Bryan W.

et al., 2015).

On-the-job training is a form of training taking place in a normal

Working situation is essential to get students to understand how to perform

their job correctly. Colleges require their students to experience such training

in a certain total number of hours. For the students, an on-the-job training

gives opportunities to go through and explore the particular job by the means

of equipment and credentials. Thought this work immersion they have

experience difficulties like schedule of work and communication skills. The

real working environment turns out to be a development site for the trainee to

be trained more about their selected field and run through what they have

studied from the college. On the other hand, an OJT program also profits

establishments who acknowledge trainees. Interns can support and assist

normal employees to minimize their lab our activities. The management also

trains them how to share what they know and be open to questions.

Therefore, the internship also becomes a way in training for possible

supervisors or executives of the company (Tamayo, 2018).

Work Immersion refers to the part of Senior High School Curriculum

consisting of 80 hours of hands-on experience or work simulation which the

Grade 11 and 12 students will undergo to expose them in an actual workplace

setting and to enrich the competencies provided by the school under the

supervision of the School Head and the designated personnel of the partner.
12

Meanwhile, work immersion is somewhat similar in internship or on-the-job

training done by college students. In work immersion they have encountered

problem like have not finished their work at the time and also their pretty shy.

They have things in common like letting students undergo and experience

actual works in a particular workplace. On the other hand, they differ in some

loads and number of hours they will consume (Delmonte, 2020).

According to UK Essay researchers, on-the-job training is the best

method as it is Economical, simple, and effective and everybody can do it. It

doesn’t need wide -ranging budgets, complex training courses, devoted

training staffs or absence from the workplace. Training helps the student to

improve performance at work place. Behind the training they encountered

some problem like stress and schedule of work. Also it adds more diversified

experience and abilities while enriching the self- acquired proficiencies of the

students. Training helps to minimize the margin of errors at workplace and

most importantly cuts short on the period of time consumed in completing the

work. (University of Technology and Applied Sciences, 2020).

The Coping strategies in Dealing with Challenges in Work Immersion

On one hand, the Government would not prevent the parents of the

students who are engaged in the said course to worry about their siblings

since it will be the first time for the students to be out of their comfort zones.

Also, the people were accustomed in knowing about the On-the-Job Training

(OJT) reserved for the college students and not in the Work Immersion

Program which is very new and unique in our ears and understanding. On the

other hand, for the parents not to be worried, the DOLE also mentioned in
13

their Labor Code no. 8 that they are forbidding all Senior High students

engaging in these types of work immersion: mining, construction,

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

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

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

work, including as personal and protective workers (Walton, 2015).

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

Work Immersion of students in workplace. The following circumstances shall

be observed for the protection of SHS students undergoing work immersion:

(1) The work immersion shall be allowed only between 8:00 o’clock in the

morning and 5:00 o’clock in the afternoon; (2) Work Immersion for the

students below 15 years old and with their permission from their parent or

guardian, shall not be longer than four hours in any given day; (3) SHS

Students regardless considered as hazardous in accordance with the DOLE

Department Order No. 149, Series of 2016 (Guidelines in Assessing and

Determining Hazardous Work in the Employment of Persons Below 18 Years

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

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

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

about the working time; this will primarily affect the students who are far from

the work immersion venue. Also, for those who are only commuting just to

accomplish this course it will cost them too much.

In accordance to Republic Act (R.A.) 9231 or the “Special Protection of

Children Against Child Abuse, Exploitation and Discrimination Act”, the DOLE

has implemented Department Order No. 149 which provides guidelines for
14

assessing hazardous work areas for working students under 18 years old.

They come up with the prohibitions of the said working are as stated in the

previous paragraph (Freeman, 2017).

Foronda and Belknap (2019) suggested educators to carefully prepare

students for study abroad programs and provide support throughout their

journey (Koskinen and Tossavainen, 2017). According to Foronda and

Belknap (2018), supporting students through “debriefing sessions, reflection

and problem-solving groups fosters coping skills and a capacity for empathy

rather than emotional disconnect” (p. 13). According to studies, social support

from academic staffs and educators “facilitate students’ social and academic

transition, professional growth, personal growth and progression through the

exchange program” (Button et al., 2016, p. 323).

Morgan (2019) investigated UK student nurses’ experience of risk

during international clinical placement using semi- structures interviews. Ten

students who had just returned from clinical experience abroad were

interviewed using phenomenological methodology and semi-structured

interviews. Students who had recently returned after finishing clinical in a

foreign country reported experiencing three types of risks during their

immersion experience. Those risk included physical risk (environment, safety,

strangers), professional risk (risk of legal consequences) and socio-cultural

risk (risk of isolation, negative comments, being foreigner). Exposure to these

risks yield positive outcomes and growth among students. Having survived

the perceived risk and challenges by their own action, students reported

enhanced self-confidence, independence, ability to tackle difficult situation

and learn about themselves. Morgan (2019) reported that these findings can
15

be used to prepare nurses for international clinical placement. These findings

may be helpful for students to enhance their safety and learning experience

during clinical abroad; however, additional studies are needed.

Clinical placement can be frightening, challenging as well as exciting

for nursing students. Unfamiliarity of the environment of the hospital, policies,

procedures and patients can be intimidating and can provoke anxiety among

students, and when the clinical is abroad it adds additional challenges for

students (Grant & McKenna, 2017). Although several studies have identified

clinical-abroad programs as a great opportunity with many learning

experiences and positive outcomes, some studies have found contrary finding

(Koskinen & Tossavainen, 2016; Foronda & Belknap, 2015). In addition, not

very many studies have considered students’ experience and challenges they

face in their host country (Grant & McKenna, 2003; Morgan, 2017).

“To ensure that the international exchanges are personally beneficial

and educationally viable, it is imperative that resources are made available for

planning and preparation” (Green, Johansson, Roser, Tengnah & Segrott,

2018, p. 991; Grant & McKenna, 2015). According to Grant and McKenna

(2017), with adequate preparation, clinical placement can enrich students with

outstanding experiences and challenges.

Meanwhile, the Department of Social Welfare and Development

(DSWD) has emphasized the need for each institution to have their own child

protection policy that demonstrates a commitment to safeguard children from

harm. Madamba (2017), as a social welfare officer of DSWD, stressed that

without the organization’s Child Protection Policy, it would be really hard to

conduct a check-and-balance as to whether there are abuse or not.

16

Just to make sure and oriented, Philippine Business for Social

Progress (PBSP) Executive Director Dr. Reynaldo Laguna (2018) specify that

the need for the academe and the industry to have a sit-down to understand

the standards required by the industry and also for teachers to immerse

themselves in the students’ given workplace to have a better understanding

on the working conditions and environment.

The DepEd has issued the DepEd Order No. 30s. 2017 last June 5

on the same year. This order is known as the Guidelines for Work Immersion

in all Senior High Schools (SHSs). By the time learners reach Senior High

School, they would have already acquired almost all the competencies and

skills that would prepare them for the curriculum exits (higher education,

employment, middle skills development, and entrepreneurship). Work

immersion provides them with a venue to test themselves and apply what they

have learned in a non-school scenario. In work immersion, learners are not

only able to apply their previous training but are also able to experience the

social interactions a work environment. Their experiences during work

immersion will develop many skills and values that would help them as they

transition from high school to real life (Section 4, DepEd Order no. 8 s. 2017).

This information unveils the goal of the work immersion program. On the other

and, it is not always advisable to lean on something. It is really through

experience that we learned more. Moreover, the work immersion might also

become a great instrument in showing the students the real meaning of “life”

than in discussing inside the room.

A published article from International Journal of Sociology and Social

Policy describes a study constructed on the self efficiency of adolescent,

17

especially on high school teenagers, with previous work experience. The

study showed that those with employment lasting for a firm duration than

those with random pattern of employments has a stronger self-efficiency. In

turn, the heightened self-efficiency increases the confidence level of young

adults for the future anticipations of family lives, community participations,

personal health and economic achievements (Cunnien, Rogers, & Mortimer,

2015)

Coping strategies utilized were problem-focused and emotion-

focused. Specifically, problem-focused coping strategies include: use of

heating facilities and winter clothes; early preparations and acquiring of

information; assertiveness and seeking of help; skills enhancement through

observation, interaction and practice; and mediation of conflict. emotion-

focused coping strategies include: seeking for social and emotional support;

cognitive reappraisal; involvement in leisure activities; venting, ignoring and

postponing; aggression; attending religious activities; and intake of energy

drink (Covita & Torres, 2016).

It is concluded that the coping strategies are primarily an imminent

(spur of the moment) or come what may solutions. Considering that the

participants are literally far by distance from the usual place called home to

them, whatever reasonable coping strategy at a reasonable reach are the

solutions they have. This includes solutions as provided by the presence of

relatives, friends they have made, and schoolmates/classmates. In addition,

the typical conservative attitude of a Filipino such as the “bahala na” (come

what may), is observed. Patience as a virtue is likewise noted, as source of

18

coping mechanisms against the issues/problems/concerns (Tabi &Mukherjee,

2018).

Among all the areas, it is in their host companies or workplaces where

there are a lot of issues/problems/concerns that were identified. This includes

issues/problems/concerns about the nature of job/ difficulty of job; work

schedule; problems with colleagues; benefits and compensations; work

promotion; communication; cultural work values dilemma; dealing with

customers/guests/ clients and , and health and occupational safety in the

workplace. For the Nature of Job/ Difficulty of Job the identified concerns are:

heavy workload; huge numbers of customers; physical difficulties of workload

especially among female respondents. As for the Work Schedule issues, they

reported overtime and forced under time; difficulties in work shifting; lack of

rest days. The specific issue under Problems with Colleagues are cultural

diversity of workmates; work gossips; jealousy. Meanwhile, their sole problem

with their Benefits and Compensations is the underpaid for the service

rendered on overtime. To deal with this various workplace issues, the

respondents made used of various adaptive and maladaptive coping

mechanisms which includes asking and recognizing possible help from other

people; thinking about their salary and compensation as a source of

motivation; taking energy drinks; confrontation; acceptance of situation;

examining their own value systems; postponement of attention towards health

concern; knowing their rights in the workplace, and assertiveness.

According to studies, nurses are usually the front-line providers of

the health care thus, must be adequately trained to meet the needs of the

population they will serve. Inability to do so may result in dire consequences

19

and continue to perpetuate poor health outcomes among minority group”

(Sumpter & Carthon, 2017). There is increased emphasis on globalization and

the need to provide culturally competent care by healthcare providers. One of

the ways to enhance cultural competency is by providing students with an

opportunity to participate in an international program including an opportunity

to perform community service or nursing clinical in a foreign country. Several

studies agree that experience gained from cultural immersion enhance

students’ ability to effectively treat individuals from variety of cultural

backgrounds Many undergraduate programs have been providing

opportunities for international immersion experience for nursing students as

part of the nursing curricula. “While classes on cultural diversity and cultural

competence are often incorporated into academic. Curricula, an international

travel immersion experience can promote deep and meaningful learning as

students apply what they have learned in the classroom, engage in complex

problem-solving activities, and observe real world problems.”

The Realizations of students in work immersion

Work immersion provides Senior High School learners with

opportunities to become familiar with the workplace, simulate employment,

and to apply their competencies in areas of specialization or applied subjects

in actual work environment to prepare learners for all curriculum exits. The

Grade 12, Senior High School students of Saint Francis Assisi College –

Taguig Campus has started the In-house Immersion program this Second

Semester of School Year 2019 – 2020 in different offices such as Marketing

20

and Admissions Office, Guidance Office and Instructional Media Center

(Asian Foundation, 2018).

The Work Immersion Program opens a lot of great opportunities not

only for the students but more for the industry as well as educational

institutions. Through this research, learners have a chance to experience

actual workplace situations which help widen their skills and competencies.

The program also carries out motivation for the learners in facing the reality of

life and to have a positive insight about it. Industry partners play a big role in

contributing valuable appreciation and understanding of commitment,

involvement, and respect in the workplace. In the light of the foregoing, the

proponents will analyze the skills and competencies of senior high school

students towards work immersion program as perceived by owner, manager,

administrator and supervisor of respective industry partners (Sumpter &

Carthon, 2019).

The “Enhanced Basic Education Act of 2013” offer subjects that are

new to the education curriculum. One of the subjects of Senior High School is

the implementation of Work Immersion which is a pre-requisite for graduation

as strengthened by the DepEd Order No. 30, s. 2017 in order to achieve

greater congruence between basic education and the nation’s development

targets. Through work immersion, the pioneer SHS students are expected to

be exposed with work-related environment related to their field of

specialization to enhance their competence. The study looks into the

challenges faced by the students based on their actual experiences as wells

as their feedback after the work immersion. Evidently, students perceived

Work Immersion as worthwhile, meaningful yet challenging experience which

21

provided them realistic perspective on what to expect after graduation. It gave

them opportunities to participate in employment simulation and apply the

competencies obtained in the classroom In authentic work environments

(Bustamante, 2019).

The successful implementation of Work Immersion will depend on the

strong collaboration, support, and commitment of the school personnel and

Partner Institutions. These personnel shall always exercise due care and

diligence in the performance of their duties (Section 7, DepEd Order no. 30 s.

2017). This section of the guidelines only shows that the effectiveness of this

program does not depend on the students and facilitators alone. In fact, the

personnel must obey and follow the instructions stated on the DepEd Order

No. 40, series of 2015 or the Guidelines on K to 12 Partnerships.

By the time learners reach Senior High School, they would have

already acquired almost all the competencies and skills that would prepare

them for the curriculum exits (higher education, employment, middle skills

development, and entrepreneurship). Work immersion provides them with a

venue to test themselves and apply what they have learned in a non-school

scenario. In work immersion, learners are not only able to apply their previous

training but are also able to experience the social interactions a work

environment. Their experiences during work immersion will develop many

skills and values that would help them as they transition from high school to

real life (Section 4, DepEd Order no. 8 s. 2017). This information unveils the

goal of the work immersion program. On the other hand, it is not always

advisable to lean on something. It is really through experience that we learned

more. Moreover, the work immersion might also become a great instrument in
22

showing the students the real meaning of “life” than in discussing inside the

room.

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

senior high school agree that a minimum of 80 hours is not enough for

students to be fully immersed in the practices of the workplace (FREEMAN,

2017). Notwithstanding, the success of the said course in each individuals’

abilities does not primarily depend on its duration. Hence, the wholeheartedly

serving and doing the task will surely make a big difference in the part of the

students especially for those who are engaged in this course of the

Department of Education.

Philippines develops more programs to make sure that the learners

are being trained to obtain work ethic, competencies and values relevant to

pursuing further education. The Department of Education (DepEd)

strengthens its K-12 Basic Education program with the issuance of the DepEd

Order No. 30 s. 2017 that also describe as the Guidance of Work Immersion;

this was issued last June 5, 2017 as the basis for the implementation of work

immersion in all Senior High Schools. The work immersion is a required

subject that provides the learners with different opportunities like become

familiar with the work Place, employment simulation, and apply their

competencies in areas of specialization. The program aims to help develop

among the learner’s life and career skills, and prepare them to make

decisions on employment. Through partnership building, DepEd hopes that

the Partner Institutions will provide learners with work immersion

opportunities. Immersions prepare students for the real world by training them

how to work in a company and eventually excel in a specific Career. The

23

school needs to ensure that its students gain various competencies that would

have these future professionals ready for employment. It is the duty of parents

and educators to ensure that students are equipped with the skills needed to

have them serving in the 21st-century workforce. Work immersion is a key

feature in the senior high school curriculum. It can be conducted in different

ways depending on the purposes and needs of the learners (Dela Cruz &

Permejo, 2020).

The guidelines of the said work immersion which can range from 80 to

320 hours will enable students to become familiar with the workplace,

experience workplace simulation and apply their skills competencies in areas

of specialization. Through partnership building, DepEd hopes that partner

institutions will provide learners with work immersion opportunities, workplace

or hands-on experience, and additional learning resources. Specifically, the

students are able to: (i) gain relevant and practical industrial skills under the

guidance of industry experts and workers; (ii) appreciate the importance and

application of the principles and theories taught in school; (iii) enhance their

technical knowledge and skills; (iv) enrich their skills in communications and

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

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

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

The DepEd has issued the DepEd Order No. 30s. 2017 last June 5 on

the same year. This order is known as the Guidelines for work Immersion in

all Senior High Schools (SHSs). By the time learners reach Senior High

School, they would have already acquired almost all the competencies and

skills that would prepare them for the curriculum exits (higher education,
24

Employment, middle skills development, and entrepreneurship). Work

immersion provides them with a venue to test themselves and apply what they

have learned in a non-school scenario. In work immersion, learners are not

only able to apply their previous training but are also able to experience the

social interactions a work environment. Their experiences during work

immersion will develop many skills and values that would help them as they

transition from high school to real life (Section 4, DepEd Order no. 8 s. 2017).

This information unveils the goal of the work immersion program. On the other

hand, it is not always advisable to lean on something. It is really through

experience that we learned more. Moreover, the work immersion might also

become a great instrument in showing the students the real meaning of “life”

than in discussing inside the room.

According to Levine (2016), engaging in an international transcultural

mission allows students to expand their world view, understand global health

and health care practices of their own country and that of the host country.

Grant and McKenna (2017) and Callister and Cox, (2015), and Button, et. al.

(2016) supported these findings. According to studies, engaging in clinical

abroad helps students step outside the comfort zone, think outside the box,

learn new ideas and possibilities, and to grow and develop personally and

professionally (Tabi & Mukherjee, ; Christoffersen, ; Glass, Zorn, 2015). They

experience personal maturity, their ideas are challenged, they experience

change in attitude and they begin to think beyond what they already

understand (Tabi & Mukherjee, 2015). Lee (2019) states, “International

experiences offer a vital opportunity to explore other ways of thinking and

living” (p. 121). Zorn, Ponick and Peck (2016) studied the impact of
25

international study programs on cognitive development of senior Bachelor of

Science in Nursing (BSN) students who participated in a twelve-week study

program in England. Their study used a quasiexperimental cohort design and

applied Perry’s theory of adult cognitive development as a framework.

Cognitive development was measured using “Measure of Epistemological

Reflection (MER) that assessed six domains such as decision making, role of

learner, role so of teacher, role of peers, evaluation, and view of knowledge,

truth or reality” (Zorn et al., 2016, p. 68-69). The study reported that eight

nursing students who participated in the international study program had

significantly higher cognitive growth than student who did not participate in the

international study abroad program. (Zorn et al., 2017). A similar result was

achieved in a study conducted by Frisch (2018). American nursing students

who participated in a six-week international experience in Mexico experienced

improved cognitive development according to the study (Frisch, 2015).

Jones, Neubrander and Huff (2012) explored the effect of immersion

experience on students’ cultural attitude using Cross-Cultural

Sensitivity(ICCS). Data were collected among fourteen student participants

who went to Ecuador for ten days. Data were compared with comparison

group that did not participate in the immersion experience. Data were

collected before and three weeks after the experience. ICCS did not show

significant changes in the students’ cultural attitude. In Evanson and Zust

(2006) study, having spent times with people of Guatemala, participants

reported increased understanding of the culture, values and beliefs of

Guatemalan people, which otherwise would not have been possible just by

reading books and hearing lecture in a classroom (Evanson & Zust, 2006).
26

Participants reported incorporating their experience and understanding of the

Guatemalan’s culture in their professional practice (Evanson & Zust, 2006).

Desire to continue do international service work was reported.

Through Work Immersion, the students are exposed to and become

familiar with work-related environment related to their field of specialization to

enhance their competence. Specifically, the students are able to: (i) gain

relevant and practical industrial skills under the guidance of industry experts

and workers; (ii) appreciate the importance and application of the principles

and theories taught in school; (iii) enhance their technical knowledge and

skills; (iv) enrich their skills in communications and human relations; and (v)

develop good work habits, attitudes, appreciation, and respect for work.

These prepare them to meet the needs and challenges of employment or

higher education after graduation (DepEd, 2017).

In this study, students were immersed in a science and technology-

based industries. The work immersion lasted for eighty (80) hours where

students performed different tasks assigned to them by the work immersion

partner institution supervisors. This program, if properly implemented, will

foster personal and professional growth and enrich students’ learning

experiences, provides opportunities for students to learn outside the

classroom in a work environment that will augment students’ academic

learning and develop work-ready graduates. Additionally, through work

immersion, students bring new ideas and innovation to industry, government

and community organizations (Acut et. al, 2021).

27

References
28

Chapter 3

METHODS

This chapter presents the methodology employed in this study. The

research design, role of the researcher, research participants, research

locale, research instruments, data collection, ethical consideration, and data

analysis of the study.

Research Design

Qualitative research is a process of naturalistic inquiry that seeks an in-

depth understanding of social phenomena within their natural setting.

Research Design. This study will use qualitative research design employing
29

phenomenological approach. As defined by Creswell (2009), phenomenology

is a research strategy of inquiry in which the researcher identifies the essence

of human experiences about a phenomenon as described by participants. It

enables the researchers to look into the experiences, challenges thathave

observed or lived through the phenomena. The researchers will explore the

experiences of students in the work immersion.

A phenomenological study focuses on the commonality of lived

experiences within a particular group. The fundamental goal is to arrive at a

description of the nature of the particular phenomenon (Creswell, 2013). This

approach suited to the study that leads to provides clear and realistic

information about their experiences and how they deal with it.

Moreover, Phenomenology isa suitable approach in the inquiry since the

primary purpose of this study is to find out the experiences of students in work

immersion and how they will be able to face and cope up as they experience

it.

Role of the Researchers

The role of the researchers was observer, they are the ones taking notes

on the behavior and interactions of the participants to draw conclusions and

guide further research. They observe how the participants answer their

questions. By looking at their eyes they will know the sincerity of the

informants.

Moreover, they are also moderators during interview and in charge of

formulating discussion questions that would elicit thorough and

understandable responses from the participants. They also design and

construct discussion guides. In order to keep the debate interesting for the
30

participants, the moderators must also make sure that it addresses the study

objectives.

Lastly, the researchers were also transcribers. They are the ones who

translated the data from the participants by jotting down their answers while

listening to the recorder. When the answers of the participants were in

vernacular, they translated it into English language.

Research participants

In this study, the researchers will use a purposive sampling technique.

Purposive sampling, also known as judgmental, selective or subjective

sampling, is a non-probability sampling in which the participants will be

selected according to researcher’s selection criteria based on the purpose of

the study. Specifically, purposive sampling will be used in the study, wherein

members of the sample have shared set of characteristics (Foley, 2019).

The participants of this study were 14 work immersion students of

Tagugpo National High School. They were chosen using purposive, non-

probability sampling technique, also known as judgmental, selective, or

subjective sampling, in which we chose them as they qualified in the inclusion

and exclusion criteria. Inclusion criteria refer to the essential attributes that

make research subjects qualified to participate. On the other hand, exclusion

criteria pertain to the responses of the subjects of the study that requires their

removal as participants.

The participants included in the study were 14 work immersion students

who are enrolled in high school. Furthermore, the participants excluded in the

study were work immersion students who are enrolled in 2022-2023.

31

Research Locale

This study will be conducted in Tagugpo national high school. The study

will be conducted in the second semester of the academic year 2023. The

Tagugpo National High School/ known as the procreator of excellence is

located in Prk. Paglaum Tagugpo, Pantukan, Davao de oro and it’s consists of

2 buildings and 600 students.

Research Instrument

The instrument used in this study was interview guide. In a qualitative

interview, the researcher usually develops an interview guide in advance to

refer to during the interview (or memorizes in advance of the interview). An

interview guide is a list of questions or topics that the interviewer hopes to

cover during the course of an interview. It is called a guide because it is

simply that—it is used to guide the interviewer, but it is not set in stone.

Additionally, in gathering data, we also used cellphones to record the

answers from the participants. We also use paper and ballpen in writing their

answers.
32

Data collection

Qualitative researches undergo series of activities in the process of

collecting data. As cited by Dave (2013), Creswell stated that the data

collection includes locating site, gaining access and making rapport,

purposive sampling, collecting data, and storing data. Thus, the researchers

will take the following step by step process in collecting the data for the study.

First, the researchers we secured permission form to the Research

Project Adviser, Ma'am Irish Rose Alcosero, asking permission to conduct a

study. Next, the researchers will write a letter of permission to the school

principal of the research site containing the purpose of the study, the target

participants, and the data collection procedure, attached with the

endorsement letters from the head of the school and class adviser.

Second, the researcher will select the sample of the study through

purposive sampling technique wherein target participants should possess the

inclusion criteria. To easily determine the sample, the researchers will ask a

list of suggested students from Grade 12 class advisers and afterwards,

communicate with the target participants. Then, the researchers will distribute

to the participants the informed consent which contained the participants’ right

to voluntarily withdraw anytime, the central purpose of the study and data

collection procedure, the comments about how confidentiality would be

maintained, the known risk and benefits to the participants, and the

participants’ and researchers’ signature.

Third, the researchers will conduct the in-depth interview and focus group

discussion in a face-to-face interaction in the place conducive and quite or

any place decided by the participants. Additionally, to ensure a complete data,

33

the researchers will ask the participants to audio record the interview and

discussion.

Fourth, the researcher swill make sure to have back-up file in the

computer in storing the data. High quality audiotapes will also be used to

ensure clarity of the interview or discussion. Also, the researchers will use

pseudonyms in the data to protect the anonymity of the participants.

Ethical consideration

We ensured informed consent by making sure that human participants

can enter research freely (voluntarily) with full information about what it means

for them to take part, and that they give consent before they enter the

research. Secondly, we ensured voluntary participation by means that all

research subjects are free to choose to participate without any pressure or

coercion and all participants are able to withdraw from, or leave, the study at

any point without feeling an obligation to continue. Thirdly, we ensured

confidentiality and anonymity by protecting the privacy of participants while

collecting, analyzing, and reporting data.

Moreover, we ensured that this study is valid through making sure

that the sources are legitimate and reliable. Lastly, we ensured its reliability by

ensuring that, if another researcher follows the same methods and

procedures as described by an earlier researcher and makes the same study

again, the later researcher should arrive at the same findings and

conclusions.

Data Analysis
34

We transcribed the data from the interview, translated vernacular into

English language, and categorized responses into themes and sub-themes

based on the research objectives.

References

Wong et al., 2013 G. Wong, T. Greenhalgh, G. Westhorp, J. Buckingham, R.

Pawson
RAMESES publication standards: Meta-narrative reviews BMC Medicine, 11
(2013), Article 20
https://bmcmedicine.biomedcentral.com/articles/10.1186/1741-7015-11-20
Creswell, J. W. (2007). Educational Research – Planning, Conducting
and Evaluating
Quantitative and Qualitative Research. 4 th Edition. Pearson Education, Inc.
Foley, B. (2018). Purposive Sampling 101. https://www.google.com.ph
35

Chapter 4

RESULTS

This chapter presents the analysis results on Students work immersion

journey: A Phenomenology of joy and sorrow through employing qualitative
phenomenological research design.
The analyses and interpretation of the results were taken from the in-
depth interviews and focus group discussion arranged based on the order of
the research questions presented in Chapter 1. Mainly, the study’s objectives
were drawn to answer the following questions.
1. What are the experiences of the students in the work immersion?
2. How do the students cope with the challenges they experienced in the
work immersion?
3. What are the insights shared by the students about work immersion?

The participants of this study are shown in the table below.

Table 1. Participants’ Information on the conduct of Interviews

Pseudonym Age Sex Grade Level Study Group
Cow 18 Female 12 In-depth Interview
Dog 18 Female 12 In-depth Interview
Cat 18 Female 12 In-depth Interview
Pig 18 Female 12 In-depth Interview
Bird 19 Female 12 In-depth Interview
Frog 21 Female 12 In-depth Interview
Butterfly 18 Female 12 In-depth Interview
Lion 18 Female 12 Focus Group
Tiger 18 Female 12 Focus Group
Zebra 18 Female 12 Focus Group
Giraffe 19 Female 12 Focus Group
Chita 19 Male 12 Focus Group
Duck 18 Female 12 Focus Group
Chicken 19 Female 12 Focus Group
36

Research Question No. 1. What are the experiences of the students in the
work immersion?

There were 14 participants who were interviewed, seven for in-depth

interviews and seven for focus group discussion. The participants shared their
thoughts and ideas on the experiences of the students in the work immersion.
In this study, the results gathered revealed the following three essential
themes: They can’t handle their work, A lots of work, and lack of
communication skills.
Table 2. Essential themes and core ideas on the experiences of the students
in the work immersion.

Essential Themes Core Ideas

Lack of using  Struggling in using computer because I
Technology have not enough skills in the proper use of
ICT.
 These are times that I can’t handle some
works and cannot focus because of some
distractions and overthinking and we have
not enough knowledge to used some
technology.
 I become more responsible, manage my
time correctly, and enhanced more about
communication and teamwork skills and
we have not enough experience of using
technology like laptop, and printer.
Lack of experience in  Cleaning the classroom, arrange the books
work and modules, organizing some students,
checking and recording quizzes, teaching
and assessing students and we have not
enough knowledge to work this because I
can’t experience this.
 My supervisor given me task to check
Paper’s make PowerPoints and print some
documents and those task is difficult to me
because we can’t experience this work like
make a PowerPoint.
 The task that assigned by my work
immersion teacher is encode, printing
37 104

modules and rewriting the SF10 this work

is difficult to me because we have no
experience this work.
Lack of  It has a big effect or the problem that I
communication skills encountered since it can promote the
development to critical thinking skills,
problem solving, and communication skills.
 Those problems I encountered made me
overthink a lot and can’t focus on my work
but it develop my critical thinking skills.
 It gives some learnings to me because I
know already how to handle it in a proper
way. And I learned that in a working place
you need to be more hardworking in order
to accomplished my task in time.

Lack of using technology

Lack of using technology means you have not enough knowledge to

used technology. Their responses are presented as follows.

Cow (pseudonym) asserted

“Encountered some difficulties in finishing my tasked on time

especially when there are a lot of activities given to me that
need to be accomplished within the day. And sometimes I’m
struggling in using computer because I have not enough skills in the
proper use of ICT” (IDI-01).

Dog (pseudonym) added

“These are times that I can’t handle some works and cannot
focus because of some distractions and overthinking.” (IDI-02)

Frog (pseudonym) expressed:

“I become more responsible, manage my time correctly, and

enhanced more about communication and teamwork skills..”
(IDI-06)

Butterfly (pseudonym) imparted:

38

“Problem or challenges that I encountered during work

immersion is time management, I don’t know what I’m doing to
do since I’m the only one.’” (IDI-07)

Cat (pseudonym) declared:

“I have encountered problems in the work immersion procedure

and one of those the difficulty in adjusting on the new problem
was environment as an immersion student performing different
factors that is in regards with the subject.” (IDI-03)
The above-mentioned responses it’s all about the problem or the

challenges that they have encountered. Some of problem that they

encountered is time management they can’t handle the time it because of a

lots of projects and activities. And also it is stress but it’s part to us journey.

Lack of experience in work

Lack of experience in work means have not enough knowledge or

experience in doing the task. To spend a lot of time or effort doing something:

You've obviously put a lot of work in on your garden. In an office, work is

usually uncountable. We can have a lot of work or not much work. If you want

to count one task, you could say “a piece of work”. These are conveyed in the

following statements.

Zebra (pseudonym) uttered:

“Cleaning the classroom, arrange the books and modules,

organizing some students, checking and recording quizzes,
teaching and assessing students. ” (FGD-03)
Giraffe (pseudonym) exclaimed:

“My supervisor given me task to check Paper’s make

PowerPoints and print some documents. ” (FGD-04)
Lion (pseudonym) affirmed:

“The task that assigned by my work immersion teacher is

encode, printing modules and rewriting the SF10” (FGD-01)
39

In the above statements, the participants have a lots of work like,

Cleaning the classroom, arrange the books and modules, organizing some

students, checking and recording quizzes, teaching and assessing students.

Lack of communication skills

Lack of communication means the act of not expressing yourself fully
or omitting crucial information. It can also affect areas such as employee
productivity, work relationships and mental health. Learning about the effects
of lack of communication can allow you to spot the signs and allow you to
communicate better. These are the conveyed in the following statements
Chicken (pseudonym) said:
“It gives some learnings to me because I know already how to
handle it in a proper way. And I learned that in a working place
you need to be more hardworking in order to accomplished my
task in time.” (FGD-07)
Duck (pseudonym) asserted:

“Those problems I encountered made me overthink a lot and

can’t focus on my work but it develop my critical thinking skills.”
(FGD-06)
Bird (pseudonym) affirmed:

“It has a big effect or the problem that I encountered since it can
promote the development to critical thinking skills, problem
solving, and communication skills.” (IDI-05)
Lion (pseudonym) confirmed:

“Is mine because I am strong or something like independent

since, I am not alone, I am responsible for what I am supposed
to do.” (FGD-01)
Butterfly (pseudonym) asserted:

“The problems that I have encountered provides an

enlightenment for me because it makes me able to differentiate
my weakness and straight in terms of working.” (IDI-07)
In the above statements, the participants have responded that those

problems that they encountered made overthink a lot and can’t focus on work
40

but it develop their critical thinking skills. More to say, it gives some learnings

to us because they know already how to handle it in a proper way. And

learned that in a working place you need to be more hardworking in order to

accomplished their task in time.

Research Question No. 2. How do the students cope with the challenges
they experienced in the work immersion?
Table 3. Essential themes and core ideas on the student cope with the
challenges they experienced in the work immersion.

Essential Themes Core Ideas

Positivity  The best and easiest thing to do is thinking
positivity together with a prayers.
 The best and easiest things to do to overcome
the difficulties is to manage time wisely and
embracing positivism in every problems you
have been encountered.
 Trusting my self that I can do all these task and
learns how to accept help/advices from others.
Time management  We used time management in order to
finish my work early and it’s Can’t cause of
stress.
 Yes, I’m managing this, I’m going to leave a
lot of people or something in that, so I’m
focusing on what I have.
 Yes, all it cost was time management. The
activities that are given by the teacher were
performed in their own time.
Teamwork  One of the thing is communicating and
socializing with others, lending a helping
hand when someone needed it.
 As a work immersion student, I cooperate to
my co-workers and work together in order
to accomplished the task on time.
 As a work immersion student, I cooperate to
my co-workers when there are a lots of
tasked that need to be accomplished. We
work together as a team to finish our tasked
immediately.

Positivity
41

Positivity means the practice of being or tendency to be positive or

optimistic in attitude. Positive thinking is important because it can have a

beneficial impact on both physical and mental well-being. People who

maintain a more positive outlook on life cope better with stress, have better

immunity, and have a lower risk of premature death. These are conveyed in

the following statements.

Lion (pseudonym) stated:

“The best and easiest thing to do is thinking positivity together

with a prayers.” (FGD-01)
Tiger (pseudonym) exclaimed:

“The best and easiest things to do to overcome the difficulties is

to manage time wisely and embracing positivism in every
problems you have been encountered.” (FGD-02)

Duck (pseudonym) uttered:

“Trusting my self that I can do all these task and learns how to
accept help/advices from others.”(FGD-06)
Zebra (pseudonym) said:

“So the best thing to overcome the difficulties that I have

encountered is to always be positive, you should do your work
without heavy on your heart, you should work with a light heart
then clear your mind.”(FGD-03)
The responses mentioned by the participants suggests that the best

and easiest thing to overcome the difficulties is think positive and pray.

Moreover, problems are not hindrance to their career. Always trust your self

you can do it no matter how hard the challenges that you faced still stand to

your career and your goal not for us but for your to your self.

Time management
42

Time management means the coordination of tasks and activities to

maximize the effectiveness of an individual’s efforts. Essentially, the purpose

of time management is to enable people to get more and better work done in

less time. Time management skills help you reduce stress and prioritize your

time. Effective time management clarifies your goals and prioritizes your most

important tasks. As a result, you have more time to achieve bigger and better

results. When you manage your time, you can plan your day and increase

your performance. Their responses are presented as follows.

Lion (pseudonym) asserted:

“Yes, I managed the time for my many projects and work

immersion, like I spend time on this work in immersion, like if I
have a vacancy I manage the time to finish the project without
affecting others. Subject.” (FGD-01)
Chicken (pseudonym) proclaimed:

“Yes, all it cost was time management. The activities that are
given by the teacher were performed in their own time.” (FGD-
07)
Tiger (pseudonym) expressed:

“Yes, I’m managing this, I’m going to leave a lot of people or

something in that, so I’m focusing on what I have to do, I’m the
only one at work.” (FGD-01)
Chita (pseudonym) spoke:

“Yes, we use time management in order to finish my work early

and it’s Can’t cause of stress.” (FGD-05)
The abovementioned responses conveyed how the students manage

their time. They have said that use time management in order to finish the
43

work early and it’s can’t cause of stress. And also, if they have a vacant time

they use it to finish their work immersion.

Teamwork

Teamwork means to work done by a group acting together so that

each member does a part that contributes to the efficiency of the whole. the

crew's smoothly coordinated teamwork. Moreover, Teamwork can improve

efficiency and productivity. Efficiency rules when work is appropriately divided

within a team, responsibilities are shared, and tasks are more likely to be

finished within a set time frame. Good teamwork also enhances group

outcomes and the measurable effectiveness of organizations. Their

responses are presented below:

Butterfly (pseudonym) stated:

“So there must be support, there must also be unity, then

support to complete a job.” (IDI-07)
Bird (pseudonym) delivered:

“As a work immersion student, I cooperate to my co-workers

when there are a lots of tasked that need to be accomplished. We
work together as a team to finish our tasked immediately.” (IDI-05)

Giraffe(pseudonym) uttered:

“As a work immersion student, I cooperate to my co-workers

and work together in order to accomplished the task on time..”
(FGD-04)
Duck (pseudonym) asserted:

“One of the thing is communicating and socializing with others,

lending a helping hand when someone needed it.” (FGD-06)
The above statements showed that work as unity. They stated that

being a work immersion student, we will cooperate to our co-workers and

44

work together in order to accomplished the task on time. And also, always

communicate and socializing with others, and help other that who need for

help.

Research Question No. 3. What are the insights shared by the students
about work immersion?
Table 4. Essential themes and core ideas on the Insight shared by the
students about work immersion.
Essential Themes Core Ideas
Enhanced their skills  advantages in work immersion is to
enhanced my skills, abilities and this would
be the preparation.
 strength and weaknesses of the students,
this also helps in improving themselves by
experiencing the real world. And the
disadvantage is it’s Cause of stress.
 I think the advantages of work immersion
was that it’s a great way for us to gained
knowledge, experience, and contacts that
can help them in our future career. We can
gain valuable skills, builds relationship, and
gain an understanding of the industry. While
the disadvantages of this is that sometimes
students do some works that are not related
to his/her career in the future.

Be determined  I learned a lot and one of this is on how to

overcome all the challenges to be harding
and think positivity.
 All the challenges made me strong, it helps
me to focus and have determination and
dedication to better practice my skills.
 I learned that in coping all the challenges
you need to more determined to overcome it
and posses some good work ethics while
working in order to have a good outcome in
the end.

Be goal oriented  I recommend to those students who

experienced some difficulties in work
immersion is that you need to be more
hardworking, determined and motivated.
Manage you time wisely and have goal-
oriented action so that you can overcome
the struggles you have been encountered.
45

 I recommend to those students who

experienced the same difficulties is to be
more positivity, work hand, motivated to
your work, and manage your time correctly.
 They need to be resilient and have trust on
their selves as this will help to overcome the
difficulties they encounter.

Enhanced their skills

Skill enhancement provides the opportunity and knowledge for a

individual to develop and strengthen the necessary skills to gain, maintain,

and advance in a chosen area. More to say that , it is important because it

allows you to improve attributes and qualities vital to effective workplace

performance. By developing these skills, you can also begin your path to

personal development, which can help you maximize your potential and

achieve your career goals in record time. The participants’ responses are

presented as follows:

Lion (pseudonym) uttered:

“The advantages in work immersion is to enhanced my skills,

abilities and this would be the preparation for our future and you
learn a lot. Disadvantages is some students cause stress and
it’s Costly.” (FGD-01)
Butterfly (pseudonym) imparted:

“ One of the advantage is that work immersion helps in

evaluating the strength and weaknesses of the students, this
also helps in improving themselves by experiencing the real
world. And the disadvantage is it’s Cause of stress.” (IDI-07)
Cow (pseudonym) asserted:

“I think the advantages of work immersion was that it’s a great

way for us to gained knowledge, experience, and contacts that
can help them in our future career. We can gain valuable skills,
46

builds relationship, and gain an understanding of the industry.

While the disadvantages of this is that sometimes students do
some works that are not related to his/her career in the future.”
(IDI-01)
Chicken (pseudonym) declared:

“I think the advantages of work immersion is that he can help

when it comes time to work, we have experience, we know how
to work, then the disadvantages are that sometimes it is tiring
and there are many projects that are not related to work
immersion that can be run. You can't manage time, so that's the
disadvantages.” (FGD-07)
Be determined

Determination means the act of deciding definitely and firmly. Also : the

result of such an act of decision. : firm or fixed intention to achieve a desired

end. A woman of great courage and determination. Fierce determination to

succeed. Determination is a positive emotional feeling that involves

persevering towards a difficult goal in spite of obstacles. Determination occurs

prior to goal attainment and serves to motivate behavior that will help achieve

one’s goal. Their responses are presented below:

Lion (pseudonym) exclaimed:

“I learned a lot and one of this is on how to overcome all the

challenges to be Harding and think positivity.” (FGD-01)
Giraffe (pseudonym) professed:

“All the challenges made me strong, it helps me to focus and

have determination and dedication to better practice my skills. ”
(FGD-04)
Chita (pseudonym) explained:

“I learned that in coping all the challenges you need to more

determined to overcome it and posses some good work ethics
while working in order to have a good outcome in the end. ”
(FGD-05)
47

Cow (pseudonym) asserted:

“So, what I have learned from the challenges that I have

experienced is that if there are problems or challenges you
should be ignorant or you should make a solution so that you
are not affected in the present or in the future.” (IDI-01)
The participants’ statement above learned that all challenges made us

to strong and it helps to us to focus and have determination and dedication to

better practice their skills. As they have mentioned, posses some good work

ethics while working in order to have a good outcome in the end. Also, they

learn a lot from the challenges they faced in the work immersion.

Be goal-oriented

Be goal oriented means focused on reaching a specific objective or

accomplishing a given task; driven by purpose: goal-oriented teams of

teachers. (of a project or plan) designed to achieve desired results; targeted:

a goal-oriented budget. Goal-oriented means having an individual willingness

to achieve a goal set. This willingness encourages and orients the person to

develop habits to reach the results expected on this specific goal. Work

immersion students’ responses are presented as follows:

Dog (pseudonym) stated:

“I recommend to those students who experienced some

difficulties in work immersion is that you need to be more
hardworking, determined and motivated. Manage you time
wisely and have goal-oriented action so that you can overcome
the struggles you have been encountered.” (IDI-02)
Chicken (pseudonym) asserted:

“I recommend to those students who experienced the same

difficulties is to be more positivity, work hand, motivated to your
work, and manage your time correctly.” (FGD-07)
48

Cow (pseudonym) exclaimed:

“They need to be resilient and have trust on their selves as this

will help to overcome the difficulties they encounter. ” (IDI-01)
Butterfly (pseudonym) stated:

“What I recommend to students who have experienced that it is

difficult for me to go through work immersion is that you should
be optimistic then have a positive mind set, then be a goal
oriented. ” (IDI-07)
The above statements are the responses of the participants. They

expressed their experience that they encountered in the work immersion.

They said that they need to be resilient and have trust on their selves as this

well help to overcome the difficulties they encountered.

Overall, the participants have cited their reasons, feelings, support

system, solutions, and recommend towards their journey in Work immersion.
Throughout this study, the participants mentioned that they can’t handle their
work in the work immersion like attitude of superior, and Time management.
Also, they have mentioned that they have a lots of work. Furthermore, It has
a big effect or the problem that I encountered since it can promote the
development to critical thinking skills, problem solving, and lack of
communication skills.
Further, they also stated that being positivity and to manage their time
wisely and embracing positivism in every problems that they encountered.
They also mentioned that used time management or separate time to do our
projects and also have time for our work immersion, they also uttered that
teamwork and cooperate to your co-workers and work together in order to
accomplished the task on time. More to say, most of them said that
enhanced their skills, abilities and this would be preparation for our future. In
addition, the problem and challenges that they encountered is be
determination like learned a lot and one of this is on how to overcome all the
challenges to be Harding and always think positive. Lastly they have being a
49

be goal oriented and more positivity, work hard, motivated to your work, and
manage your time correctly.

Chapter 5

DISCUSSION

This chapter presents a discussion of the emerging themes that

appeared during the data analyses. Each theme generated from the research

objectives is discussed comprehensively using literature citations.

Furthermore, this chapter presents the implication of the results for practice,

implication for future research, and concluding remarks.

Discussion of Findings
50

The Challenges of work immersion students. Based on the data

gathered from the interviews, the three essential themes emerged: they can’t

handle their work, a lots of work and lack of communication skills.

Firstly, the participants they can’t handle their work in the work

immersion. The attitude of superiors towards and time management.

According to the participants’ sharing, “ I encountered difficulties like

attitude of superiors, time management and lack of knowledge”. This

statement is the same to Macatuggal et. Al (2020), work immersion is a part

of the K-12 curriculum, which is implemented specifically for senior high

school students; it is a hands-on work experience that will expose students to

an actual workplace setting. This experience will serve as the students’

training ground to apply the competencies they have learned in the school

and enhance them through their engagement and involvement in the

operations. This experience will enable the students grow as professional

individuals. The researchers conducted this study to determine the challenges

encountered by selected General Academic Strand students in work

immersion in Bestlink College of the Philippines and they encountered a

problem in work immersion in terms of nature of work, responsibilities, and

lack of knowledge.

Moreover, In the Philippines, youth unemployment hampers meaningful

economic development. The sector’s lack of knowledge, communication skills,

and work experience puts them at a disadvantage. One way to address this is

through the Department of Education’s Senior High School (SHS) program,

ushered by the K-12 education reform (Asian Foundation, 2018). More to say
51

that Philippines they have problem in work immersion one of that is lack of

knowledge and their Communication skills.

Furthermore, An online survey was conducted from 48 student

respondents from Calamba City Senior High School who graduated during the

school year 2017-2018 and 2018-2019 under the STEM strand. The results

showed that students were prepared for work immersion in terms of

punctuality, interpersonal relationship, and safety measures, as indicated in

their responses. They were not as prepared as the first three mentioned

indicators when it comes to efficiency and productivity, as revealed in the

responses. Problems like Attitude of superiors towards students, schedule of

work, unapproachable co-workers, and tedious work were encountered.

Based on the findings, the following conclusions were made: Grade 12

students were prepared for work immersion, and they need more activities to

develop themselves to become efficient workers. There were problems

encountered by Senior High School students during work immersion with

partner industries that need to be addressed in school for them to adapt when

they are in the actual workplace easily (Makalintal and Chavez, 2020).

Secondly, many informants imparted that in work immersion they have

some problem in the work immersion is their a lots of works.

One work immersion student said that “Cleaning the classroom, arrange

the books and modules, organizing some students, checking and recording

quizzes, teaching and assessing students. .” Meanwhile, this statement is the

difference from the study cited by Insorio et. al (2021), the students must

experience the work immersion despite the present scenario. This was done
52

by bringing work immersion into the comfort of their home. However, they

experienced difficulties in terms of work habits like unstable internet

connection, noise distraction at home, time management, and difficulty in

answering the learning task. Also, they have motivation their parents and

teachers to finish their work, they evaluated work immersion at home as an

excellent experience wherein their competencies as HUMSS graduates were

developer.

Moreover, another revealed study based from the statement. Work

immersion program for senior high school students has been implemented by

the Filipino Government’s Department of Education (DepEd) and support by

the Asian Foundation’s Coalitions for Change (CFC), working alongside

national and local government agencies, private and public enterprises and

nongovernmental organizations. The program is offered as a pre-requisite to

graduation to Grade 11 to Grade 12 students, aged 15 to 18, of Department of

Education public schools, private schools, States Colleges and universities

and Technical-Vocational institution. They experience difficulties in work

immersion due to lack of knowledge, communication skills and self

confidence. In addition, the difficulties that they faced are not hindrance to

their journey its because they have motivation their family, friends and

teachers. (AsianFoundation.Org, 2018).

On the other hand, according to the study intended to determine and

analyze the work immersion performance of the Grade 12 students in the

district of Bani, Pangasinan. And also they have more strength to pursue their

work it’s because they have motivation their selves, family and loves ones. It
53

described the profile of the students in terms of age, sex, strand and work

immersion venue and the degree of seriousness of the problems they

encountered, which affected their immersion performance (Matabang &

Quimson, 2019).

Lastly, informants mentioned that they have lack of communication

skills. It can be develop critical thinking skills, problem-solving, and lack of

communication skills.

As a participant said, “It has a big effect of the problem that I

encountered since it can promote the development of critical thinking skills,

problem-solving, and communication skill..” This statement is the same from

the study conducted by Sokol, Bryan W. et al., 2015 Immersion experience is

experiential Learning involving intensive instruction and exposure to various

social issues. Students will have the opportunity to learn outside of their

comfort zones. In anticipation, a properly structured immersion has the

potential in enabling positive influence to attitudes of students. Through work

immersion develop their critical thinking skills and communication skill. And

also, provides better impact on students, especially for those struggling to

sustain changes in their attitudes and actions. They can carry this positive

attitude in their future career employment.

Moreover, another study emphasized the participant’s sharing wherein

the study revealed that On-the-job training is a form of training taking place in

a normal on-the-job training is a form of training taking place in a normal

Working situation is essential to get students to understand how to perform

their job correctly. Colleges require their students to experience such training
54

in a certain total number of hours. For the students, an on-the-job training

gives opportunities to go through and explore the particular job by the means

of equipment and credentials. Thought this work immersion they have

experience difficulties like schedule of work and develop their communication

skills. The real working environment turns out to be a development site for the

trainee to be trained more about their selected field and run through what they

have studied from the college. On the other hand, an OJT program also

profits establishments who acknowledge trainees. Interns can support and

assist normal employees to minimize their labour activities. The management

also trains them how to share what they know and be open to questions. s.

The management also trains them how to share what they know and be open

to questions. Therefore, the internship also becomes a way in training for

possible supervisors or executives of the company (Tamayo, 2018).

Furthermore, work Immersion refers to the part of Senior High School

Curriculum consisting of 80 hours of hands-on experience or work simulation

which the Grade 11 and 12 students will undergo to expose them in an actual

workplace setting and to enrich the competencies provided by the school

under the supervision of the School Head and the designated personnel of the

partner. Meanwhile, work immersion is somewhat similar in internship or on-

the-job training done by college students. In work immersion they have

encountered problem like have not finished their work at the time and also

their pretty shy. They have things in common like letting students undergo and

experience actual works in a particular workplace. And also, this work

immersion develop their communication skills and enhanced more abilities .

55

On the other hand, they differ in some loads and number of hours they will

consume (Delmonte, 2020).

The Coping Mechanism of work immersion students. Based on the

data gathered from the interviews, the three essential themes emerged:

positivity, time management, and teamwork.

Firstly, Positivity is to manage your time wisely and embracing

positivism in every problems have been encountered. This theme can help to

the students to know what is the easiest thing to overcome the difficulties.

The participants asserted that “The best and easiest things to do to

overcome the difficulties is to manage time wisely and embracing positivism

in every problems you have been encountered.” This statement is different

from the study on the DOLE also take an account of having the conditions for

Work Immersion of students in workplace. The following circumstances shall

be observed for the protection of SHS students undergoing work immersion:

(1) The work immersion shall be allowed only between 8:00 o’clock in the

morning and 5:00 o’clock in the afternoon; (2) Work Immersion for the

students below 15 years old and with their permission from their parent or

guardian, shall not be longer than four hours in any given day; (3) SHS

Students regardless considered as hazardous in accordance with the DOLE

Department Order No. 149, Series of 2016 (Guidelines in Assessing and

Determining Hazardous Work in the Employment of Persons Below 18 Years

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

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

(DOLE Labor Code no. 8). On the statement no.1 of this code, which is all
56

about the working time; this will primarily affect the students who are far from

the work immersion venue. Also, for those who are only commuting just to

accomplish this course it will cost them too much.

Moreover, it is different study conducted by Foronda and Belknap (2019)

suggested educators to carefully prepare students for study abroad programs

and provide support throughout their journey (Koskinen and Roseann, 2017).

According to Foronda and Belknap (2018), supporting students through

“debriefing sessions, reflection and problem-solving groups fosters coping

skills and a capacity for empathy rather than emotional disconnect” (p. 13).

According to studies, social support from academic staffs and educators

“facilitate students’ social and academic transition, professional growth,

personal growth and progression through the exchange program” (Button et

al., 2016, p. 323).

Furthermore, this is not similar to this study because In accordance to

Republic Act (R.A.) 9231 or the “Special Protection of Children Against Child

Abuse, Exploitation and Discrimination Act”, the DOLE has implemented

Department Order No. 149 which provides guidelines for assessing

hazardous work areas for working students under 18 years old. They come up

with the prohibitions of the said working are as stated in the previous

paragraph (Freeman, 2017).

Secondly, in work immersion it’s important to used time management.

This theme can avoid the stress that you faced because if you used wisely

you finish your work early.

57

“Yes, we have a separate time to do our projects and we also have time

for our work immersion” That’s the word uttered by the participant.

Furthermore, this response is similar to the study conducted by Morgan

(2019) investigated UK student nurses’ experience of risk during international

clinical placement using semi- structures interviews. Ten students who had

just returned from clinical experience abroad were interviewed using

phenomenological methodology and semi-structured interviews. Those

students used time management to finish their work early. Students who had

recently returned after finishing clinical in a foreign country reported

experiencing three types of risks during their immersion experience. Having

survived the perceived risk and challenges by their own action, students

reported enhanced self-confidence, independence, ability to tackle difficult

situation and learn about themselves. Morgan (2019) reported that these

findings can be used to prepare nurses for international clinical placement.

These findings may be helpful for students to enhance their safety and

learning experience during clinical abroad; however, additional studies are

needed.

Moreover, Clinical placement can be frightening, challenging as well as

exciting for nursing students. Unfamiliarity of the environment of the hospital,

policies, procedures and patients can be intimidating and can provoke anxiety

among students, and when the clinical is abroad it adds additional challenges

for students (Grant & McKenna, 2017). Although several studies have

identified clinical-abroad they used time management. Programs as a great

opportunity with many learning experiences and positive outcomes, some

studies have found contrary finding (Koskinen & Tossavainen, 2016; Foronda
58

& Belknap, 2015). In addition, not very many studies have considered

students’ experience and challenges they face in their host country (Grant &

McKenna, 2003; Morgan, 2017).

Furthermore, the Department of Social Welfare and Development

(DSWD) has emphasized the need for each institution to have their own child

protection policy that demonstrates a commitment to safeguard children from

harm. Madamba (2017), as a social welfare officer of DSWD, stressed that

without the organization’s Child Protection Policy, it would be really hard to

conduct a check-and-balance as to whether there are abuse or not. They

used their time management to give the proper protection for those students

who experienced abused.

Thirdly, the work immersion students said that to easy finish the work, we

work together or teamwork. These theme can learn how to work enhance

your communicating skills and socializing with others..

As informant imparted, “one of the thing is communicating and

socializing with others, lending a helping hand when someone needed it.” In

addition, this statement is a huge different from the study of Morgan 2017 said

that Among all the areas, it is in their host companies or workplaces where

there are a lot of issues/problems/concerns that were identified. This includes

issues/problems/concerns about the nature of job/ difficulty of job; work

schedule; problems with colleagues; benefits and compensations; work

promotion; communication; cultural work values dilemma; dealing with

customers/guests/ clients and , and health and occupational safety in the

workplace.. As for the Work Schedule issues, they reported overtime and
59

forced under time; difficulties in work shifting; lack of rest days. They can’t

work as one because of their attitude and those of them is pretty shy. The

specific issue under Problems with Colleagues are cultural diversity of

workmates; work gossips; jealousy. Meanwhile, their sole problem with their

Benefits and Compensations is the underpaid for the service rendered on

overtime.

Also, It is concluded that the coping strategies are primarily an imminent

(spur of the moment) or come what may solutions. Considering that the

participants are literally far by distance from the usual place called home to

them, whatever reasonable coping strategy at a reasonable reach are the

solutions they have. This includes solutions as provided by the presence of

relatives, friends they have made, and schoolmates/classmates. In addition,

the typical conservative attitude of a Filipino such as the “bahala na” (come

what may), is observed. Patience as a virtue is likewise noted, as source of

coping mechanisms against the issues/problems/concerns (Tabi &Mukherjee,

2018).

Further, Coping strategies utilized were problem-focused and emotion-

focused in the work immersion. Specifically, problem-focused coping

strategies include: use of heating facilities and winter clothes; early

preparations and acquiring of information; assertiveness and seeking of help;

skills enhancement through observation, interaction and practice; and

mediation of conflict. emotion-focused coping strategies include: seeking for

social and emotional support; cognitive reappraisal; involvement in leisure

60

activities; venting, ignoring and postponing; aggression; attending religious

activities; and intake of energy drink (Covita & Torres, 2016).

The Insights of work immersion students. Based on the data

gathered from the interviews, the three essential themes emerged: enhanced

their skills, be determination, and be goal oriented.

Firstly, according to the participants, they enhanced their skills. They

said that the advantage of work immersion was that it’s a great way for us to

gained knowledge, experience, and contacts that can help them in our future

career.

The student said, “ The advantages in work immersion is to enhanced

my skills, abilities and this would be preparation for our future and your learn

a lot.“ Work immersion is a big help for students practice future career. This

statement is similar to the study of Sumpter and Carthon, 2019 the work

immersion program opens a lot of great opportunities not only for the students

but more for the industry as well as educational institutions. Through this

research, learners have a chance to experience actual workplace situations

which help widen their skills and competencies. The program also carries out

motivation for the learners in facing the reality of life and to have a positive

insight about it. Industry partners play a big role in contributing valuable

appreciation and understanding of commitment, involvement, and respect in

the workplace. In the light of the foregoing, the proponents will analyze the

skills and competencies of senior high school students towards work

immersion program as perceived by owner, manager, administrator and

supervisor of respective industry partners.

61

Moreover, The “Enhanced Basic Education Act of 2013” offer subjects

that are new to the education curriculum. One of the subjects of Senior High

School is the implementation of Work Immersion which is a pre-requisite for

graduation as strengthened by the DepEd Order No. 30, s. 2017 in order to

achieve greater congruence between basic education and the nation’s

development targets. Through work immersion, the pioneer SHS students are

expected to be exposed with work-related environment related to their field of

specialization to enhance their competence. The study looks into the

challenges faced by the students based on their actual experiences as wells

as their feedback after the work immersion. Evidently, students perceived

Work Immersion as worthwhile, meaningful yet challenging experience which

provided them realistic perspective on what to expect after graduation. And

also, it helps to practice their skills and preparation for the future career. It

gave them opportunities to participate in employment simulation and apply the

competencies obtained in the classroom In authentic work environments

(Bustamante, 2019).

Furthermore, the successful implementation of Work Immersion will

depend on the strong collaboration, support, and commitment of the school

personnel and Partner Institutions. These personnel shall always exercise due

care and diligence in the performance of their duties (Section 7, DepEd Order

no. 30 s. 2017). This section of the guidelines only shows that the

effectiveness of this program does not depend on the students and facilitators

alone. In fact, the personnel must obey and follow the instructions stated on

the DepEd Order No. 40, series of 2015 or the Guidelines on K to 12

Partnerships.
62

Secondly, the participants said that those challenges that they

encountered they will be determination. Which is very important for them to

learn how to overcome all the challenges they experienced.

Accordingly, “I learned a lot and one of this is on how to overcome all the

challenges to be Harding and think positivity.” In addition, By the time learners

reach Senior High School, they would have already acquired almost all the

competencies and skills that would prepare them for the curriculum exits

(higher education, employment, middle skills development, and

entrepreneurship). Work immersion provides them with a venue to test

themselves and apply what they have learned in a non-school scenario. In

work immersion, learners are not only able to apply their previous training but

are also able to experience the social interactions a work environment. Their

experiences during work immersion will develop many skills and values that

would help them as they transition from high school to real life (Section 4,

DepEd Order no. 8 s. 2017). This information unveils the goal of the work

immersion program. On the other hand, it is not always advisable to lean on

something. It is really through experience that we learned more. Moreover,

the work immersion might also become a great instrument in showing the

students the real meaning of “life” than in discussing inside the room.

Moreover, it is different study on the duration of the work immersion, both

the industries and the senior high school agree that a minimum of 80 hours is

not enough for students to be fully immersed in the practices of the workplace

(FREEMAN, 2017). Notwithstanding, the success of the said course in each

individuals’ abilities does not primarily depend on its duration. Hence, the
63

wholeheartedly serving and doing the task will surely make a big difference in

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

the Department of Education.

Furthermore, another study similar from this statement Philippines

develops more programs to make sure that the learners are being trained to

obtain work ethic, competencies and values relevant to pursuing further

education. The program aims to help develop among the learner’s life and

career skills, and prepare them to make decisions on employment. Through

partnership building, DepEd hopes that the Partner Institutions will provide

learners with work immersion opportunities. Immersions prepare students for

the real world by training them how to work in a company and eventually excel

in a specific Career. The school needs to ensure that its students gain various

competencies that would have these future professionals ready for

employment. It is the duty of parents and educators to ensure that students

are equipped with the skills needed to have them serving in the 21st-century

workforce. Work immersion is a key feature in the senior high school

curriculum. It can be conducted in different ways depending on the purposes

and needs of the learners (Dela Cruz & Permejo, 2020).

Lastly, students be goal oriented is to be more positivity, work hard,

motivated to your work, and manage your time correctly. These theme can

recommended for the students who experienced difficulties in work

immersion.

“I can recommend to those students who experienced some difficulties in

work immersion is that you need to be more hardworking, determined and

64

motivate. Manage your time wisely and have good-oriented action so that you

can overcome the struggles you have been encountered”. That’s the words

spoke by one of the participants. Jones, Neubrander and Huff (2018) explored

the effect of immersion experience on students’ cultural attitude using Cross-

Cultural Sensitivity(ICCS). Data were collected among fourteen student

participants who went to Ecuador for ten days. And also, they recommend

that think positive and more hardworking. Data were compared with

comparison group that did not participate in the immersion experience. Data

were collected before and three weeks after the experience. ICCS did not

show significant changes in the students’ cultural attitude. In Evanson and

Zust (2017) study, having spent times with people of Guatemala, participants

reported increased understanding of the culture, values and beliefs of

Guatemalan people, which otherwise would not have been possible just by

reading books and hearing lecture in a classroom (Evanson & Zust, 2017).

Participants reported incorporating their experience and understanding of the

Guatemalan’s culture in their professional practice (Evanson & Zust, 2017).

Desire to continue do international service work was reported.

Moreover, another study that's different from this statement In this study,

students were immersed in a science and technology-based industries. The

work immersion lasted for eighty (80) hours where students performed

different tasks assigned to them by the work immersion partner institution

supervisors. This program, if properly implemented, will foster personal and

professional growth and enrich students’ learning experiences, provides

opportunities for students to learn outside the classroom in a work

environment that will augment students’ academic learning and develop work-
65

ready graduates. Additionally, through work immersion, students recommend

bring new ideas and innovation to industry, government and community

organizations (Acut et. al, 2021).

Lastly, another similar study of DepEd has issued the DepEd Order No.

30s. 2017 last June 5 on the same year. This order is known as the

Guidelines for work Immersion in all Senior High Schools (SHSs). By the time

learners reach Senior High School, they would have already acquired almost

all the competencies and skills that would prepare them for the curriculum

exits (higher education, Employment, middle skills development, and

entrepreneurship). Work immersion provides them with a venue to test

themselves and apply what they have learned in a non-school scenario. In

work immersion, learners are not only able to apply their previous training but

are also able to experience the social interactions a work environment. And

recommend a hardworking students or clients to work their business. Their

experiences during work immersion will develop many skills and values that

would help them as they transition from high school to real life (Section 4,

DepEd Order no. 8 s. 2017). This information unveils the goal of the work

immersion program. On the other hand, it is not always advisable to lean on

something. It is really through experience that we learned more. Moreover,

the work immersion might also become a great instrument in showing the

students the real meaning of “life” than in discussing inside the room.

Implications for Practice

The findings of the analyses in the challenges experienced by the work

immersion students could help in the field of education as students, teachers,

66

and instructional coordinators would know the challenges faced by the work

immersion students. This research will be helpful for those department heads

to provide solutions if they will read the suggestions made by the work

immersion student The result of this study will be a great help for those

students practice their career in the future.

Moreover, Students stated their suggestions for the department heads

that can help them handle the challenges they have experienced. With that,

the government would know what they can do or provide in order to help

them. Conclusion. The research had shown that the work immersion program

had developed the different skills and aspects of every individual students

who underwent in the process of the work exposure program. Competencies

including computer and technological skills, social interaction skills, time

management and most of all the discipline,

Furthermore, were obtained by the student-respondents upon taking up

this course. It is a very good preparation for them for work and on how they

can interact with other peoples in spite of the diversity in our society.

In addition, social interactions, skills enhancement process and the

things they have learned from the school were well-observed during the work

immersion proper. On the other hand, expenses, time management, travel

time from the work immersion venue up to their home were a quite burden for

every student. The said course had impacted every student both positively

and the contrary.

Lastly, another thing that is that, after having an immersion, they were

tired. This kind of emotions and feelings might affect their perception about
67

their future life. The stressful environment of a work place might discourage

them to strive more.

Implications for Future Research

The results of this study limit on the process done by the researchers

for the reason that they did not fully apply the right process since the

participants of this study are all students and they are busy for their work and

project. Also, the participants of this study are only 14 which is 13 girls and 1

boy. More to say, the scope of this research is delimited only in Tagugpo

National High Schools .

Moreover, if there are students who will pursue this research, they can

find what are the impact of difficulties they encountered during work

immersion. They might follow the right process when planned to conduct this

kind of research. Since this research is qualitative research they may have

used quantitative research to know what are the other impact of work

immersion to the students.

Concluding Remarks

Firstly, the researchers would like to express why they chose this topic

and what are the reasons that led them to this topic. First of all, we would like

to explore the experiences of students in the work immersion. Secondly, we

are interested in knowing what are the advantages and disadvantages of work

immersion. Lastly, because my group members choose this topic then it was

approve to our research teacher.

68

Secondly, we believe that those problems that they encountered during

their work immersion are lack of employees, lack of stock of product, lack of

equipment, time, lack of attention, communication and lack of things to do.

During their work immersion, they can improve their different skills like

socializing and communication skills. They solved their problems by time

management, being patient and practice how to communicate with others.

Thus, through this research, they will be encouraged all the students no

matter how hard your challenges you encountered but always stands to your

future career.

Thirdly, the role of the researchers in conducting this study is not easy

as being observers, moderators, transcribers, translators, and typist are part

of the process and it was never convenient for them. And also we have not

enough financial to conduct this research. Lastly, we can’t focus on this

research because of projects of every subject but we find a way to finish this

research.

Fourthly, In terms of the beauty, qualitative research represents the

real explanations and sense of a phenomena rather than the justifications or

relationships. Research is conducted to culminate their results into a product

which can fetch some commercial value and it is useful in giving welfare and

comfort to the society. Qualitative techniques give as unique depth of

understanding which is difficult to gain from a closed question survey.

Participant are able to freely disclose their experiences, thoughts and feelings

without constraint. In conclusion, I would like to say that the beauty of

 69

research lies in the truth that it seeks. It helps to formally articulate the truth so

that things eventually change for good.

Evidently, the journey towards the accomplishment of this study is very

challenging. The researchers have been through a lot of difficulties along with

conducting this study such as the cooperation of the members, in terms of

financial and we have not enough knowledge. However, through teamwork,

time management and Trust we cope the difficulties they may encountered.

We realized that this challenges that they may have encountered is the

preparation to our next journey. Above all, we are grateful and thankful

because we finished this research study.

REFERENCES

Asia Foundation (2018). Work Immersion: Real World Experience at Senior

High, Philippines. Publications. Retrieved from
https://asiafoundation.org/publication/work-immersion-real-world-
experience-at-seniorhigh/.

Carlos, M.I. (2018). The Significance of Work Immersion in the Senior High
School Curriculum Bataan National High School, Publications. Retrieved
from http://udyong.gov.ph/index.php?
option=com_content&view=article&id=9591:he-significance-of-work-
immersion-in theseniorhihgschoolcurriculum&catid=90&Itemid=1267.

Onte I. (2018). Level of Compliance of Public Senior High School on Work

Immersion Program Of TVL- Home Economics Strand in the Division of
Pasay: Basis for a Proposed Continuous Improvement Plan” (Master of
Arts in Education) City University of Pasay, Pasay City.

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

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

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

http://www.deped.gov.ph/sites/default/files/order/2017/DO_s2017_030.pdf
 70

Fox, W. & Bayat, M.S. (2018). A Guide to Managing Research. 45.

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

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

Howitt D. & Cramer, D. (2019). Thematic Analysis. Retrieved from Research

Methods in Psychology:
http://wps.pearsoned.co.uk/ema_uk_he_howitt_resmethp-
sy_2/77/19811/5071812.cw/index.html

Republic of the Philippines. (2019, December 19). Lawphil. Retrieved from

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

Republic of the Philippines. (2019, May 15). Official Gazette of the Republic of
the Philippines. Retrieved from Official Gazette Web site:
http://www.officialgazette.gov.ph/2013/05/15/republic-act-no-10533/

Institute of Medicine. (2017). Unequal Treatment: What healthcare providers

need to know about racial and ethnic disparities in health care. Retrieved
December 5, 2017, from

https://www.nap.edu/resource/10260/disparities_providers.pdf

Sealy, L. J & Hathorn, D. (2018). The lived experience of Honduran and USA
nursing students working together in a study abroad program. The
Qualitative Report, 19(96), 1-20 Sumpter, D. F. & Carthon, J. M. B.
(2019). Lost in translation: Student perceptions of cultural competence in
undergraduate and graduate nursing curricula. Journal of Professional
Nursing, 47(1), 43-49 Tabi, MM., & Mukherjee, S. (2018). Nursing in a
global community: A study abroad program. Journal of Transcultural
Nursing, 14(2), 134-138

Walsh, L. V. & DeJoseph, J. (2015). “I saw it a different light”: International

learning experiences in baccalaureate nursing education. Journal of
Nursing Education, 266-272 Walton, J. (2016). Can a one-hour
presentation make an impact on cultural awareness? Nephrology Nursing
Journal, 38(1), 21-31

Wilcox, J, & Taylor-Thompson, K. (2019). Lived experience of nursing students

engaged in an international service learning project. Online Journal of
Cultural

Competence in Nursing and Healthcare, 2(3), 1-10 Wood, M. J., & Atkins, M.
(2019). Immersion in another culture: One strategy for increasing cultural
competency. Journal of Cultural Diversity, 13(1), 50-54.
 71

Wright, T. (2019). Planning a study abroad clinical experience. Journal of

Nursing Education, 49 (5), 280-286