NAZARETH SCHOOL OF NATIONAL UNIVERSITY 1

Evaluating the Relationship of Immersion Program and Course Selection

Aspirations of SHS Students in NSNU

Anthovynne Aleqcis Jay O. Paglinawan1, John Marco B. Medallada2, Chester Neil D. Reyes3,
Denver James T. Mananghaya4, Ram Justine S. Recaña5, Reynard Benedict C. Moreno6, Rhayle
Katri F. Baltazar7, Wesley Villaflor8
Nazareth School of National University
*Anthovynne Aleqcis Jay O. Paglinawan: [email protected]

STEM 2104 - Baruch, Grade 12, Practical Research 2

June 26, 2023

Abstract

This study aimed to explore the effects of the Immersion program on first-year college students and
its relationship with their course selection aspirations. It sought to identify the factors that
contribute to the success or failure of immersion programs in shaping the course preferences of
previous grade 12 students at NSNU. The study considered the students' demographic profiles, their
chosen immersion program, and the course they pursued in college. Employing a quantitative
research approach with a correlation research design, the researchers collected data from
respondents who had participated in the immersion program in the previous academic year. The
findings revealed that 52.7% of the respondents did not consider their home environment when
selecting a college course, while 47.3% did. Furthermore, 80% of the respondents chose to continue
their immersion programs in college. These results indicate that the implementation of the
Immersion program in the Philippines has been effective in assisting students with their college
course choices. The respondents exhibited favorable attitudes toward immersion programs and
acknowledged their benefits. However, the impact of external factors on course selection varied
among individuals. The program was seen as a valuable source of guidance, confidence, and
college preparation. To ensure the success of immersion programs, it is recommended that NSNU
monitor and evaluate outcomes, enhance program effectiveness, and establish collaborative
partnerships with industry stakeholders. This can be achieved through continuous data collection,
necessary adjustments based on feedback, and regular program evaluations. By adopting these
measures, NSNU can improve student outcomes and facilitate a seamless transition from high
school to college.

Keywords: Immersion program, Course selection aspirations, Success and failure factors,
Previous grade 12 students, Program effectiveness
TABLE OF CONTENTS
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 2

Page
Title Page
1
Approval Sheet
4
Table of Contents
2

1 INTRODUCTION
5
Background of the Study
5
Statement of the Problem
6
Research Hypothesis
7
Significance of the Study 8
Scope and Delimitation
9

2 LITERATURE REVIEW 11
Adapting Work Immersion 13
Enhancing College Readiness Via Work Immersion
13
Positive Gains of Work Immersion on Student Competencies
14
SHS Course Selection
16
SHS Program Awareness Needed
17
SHS Teacher Resilience 17
Work Immersion Readiness 18
Synthesis
20
Theoretical/Conceptual Framework
21

3 METHODOLOGY
22
Research Design 22
Context and Participants
23
Research Instrument
23
Data-gathering Procedure
24
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 3

Data Analysis
26

4 RESULT AND DISCUSSION

28
Sub-heading 1 based on RQ1
29
Sub-heading 2 based on RQ2
30
Sub-heading 3 based on RQ3
31
Sub-heading 4 based on RQ4 31
Sub-heading 5 based on RQ5 32
Sub-heading 6 based on RQ6
33
Sub-heading 7 based on RQ7
34
Sub-heading 8 based on RQ8 36
Sub-heading 9 based on RQ9 39
Sub-heading 10 based on RQ10 41

5 SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

44
Summary of Findings
44
Conclusions
46
Limitations
48
Recommendations
48

REFERENCES 50
APPENDICES
53
Appendix 1: Instrument 53
Appendix 2: Correspondence 61
Appendix 3: Certification of Originality Check 80
Appendix 4: Informed Consent Form 81
Appendix 5: Curriculum Vitae 82
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 4

INTRODUCTION

Background of the Study

In recent years, the Philippines has been working towards developing a skilled

workforce to keep up with the demands of its rapidly changing economy. One initiative

that aims to achieve this goal is the K to 12 immersion programs implemented by the

Department of Education.

Conventional practices in evaluating the K to 12 immersion program's effectiveness

include surveys, interviews, or focus group discussions, but these may not fully capture

its impact on a student’s career aspirations. Moreover, while some studies have been

conducted on the program, few have focused on its effects on grade 12 students'

academic achievement and future career plans.

This research aims to address this gap by investigating the potential positive and

negative impact of the K to 12 immersion programs on the college students’ career

aspirations during their 12th grade at NSNU. By examining the quality of students'

learning experiences in work-related activities, this study will provide valuable insights

into the program's effectiveness and help identify potential areas for improvement to

enhance its implementation and achieve its goals.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 5

Research Questions

There is a lack of knowledge about the factors that contribute to the success or failure

of immersion programs in shaping the course selection aspirations of previously senior

high school students at NSNU. Whether taking the immersion program led the students

to choose the same or a different course, this study is significant and relevant for school

policymakers, administrators, students, and parents to further understand the effect and

impact of work immersion programs on the course selection of students for their tertiary

education. Researchers intend to investigate the relationship between course selection

aspirations among freshly graduated students from Nazareth School of National

University who are 18 years old and above, who are currently studying at National

University Manila, and who took the immersion program. Furthermore, by correlating

the two variables, which are the work immersion program and course selection, we will

be able to answer the following research questions:

1. What is the college student demographic profile, as reported by:

1. Age

2. Sex

3. Environment

4. Course taken in college

5. Socioeconomic status

6. Taken immersion program last Academic Year

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 6

2. What is the effectiveness of the immersion programs and its impact to the course

selection aspirations of the college students who graduated at NSNU?

What factors contribute to the success or failure of immersion programs in shaping

the course selection aspirations of college students who graduated at NSNU?

3. Is there a significant relationship between course selection aspirations and the

impact of immersion programs among the past senior high school students at

NSNU who have undergone immersion programs last Academic Year?

Research Hypothesis

Ho: There is no significant relationship between course selection aspirations and the

impact of the immersion program among the past senior high school students at NSNU

who have undergone immersion programs last Academic Year.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 7

Significance of the Study

The K to 12 immersion program is an integral part of the senior high school

curriculum in the Philippines, aimed at equipping students with practical experience and

skills to prepare them for their future careers. However, there is a pressing need to

evaluate its effectiveness in meeting its objectives and identify areas for improvement.

This study seeks to fill this knowledge gap by examining the impact of the K to 12

immersion programs on the career aspirations of the past senior high school students at

NSNU. The study's results can be used to give future 12th-grade students insights into

what to expect from immersion programs. How it affects course selection among Senior

High School students and how effective it is at teaching skills needed for future courses.

The information gathered can help educational policymakers, school administrators, and

educators understand the program's effectiveness in achieving its objectives, potential

areas for improvement, and its impact on students’ career aspirations. The

recommendations generated from the study can assist stakeholders in enhancing the

program's implementation, making informed decisions about participating in the

program and preparing for future careers. Ultimately, the study's outcomes can

contribute to improving the quality of education and developing a competent and skilled

workforce in the Philippines.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 8

Scope and Delimitation

The main subject of the study would be students who graduated from NSNU Senior

High School students A.Y. 2021-2022 and are currently in first-year college at National

University - Manila who took part in the K to 12 immersion programs. The study will

investigate the program's possible effects for the past grade 12 students' professional

goals, both positively and negatively. In particular, the study will look at how well the

students learned throughout their work-related tasks and evaluate how the program

affected their long-term professional goals.

The study's limitations refer to the factors or variables that were purposefully left out

of the research. The study in this case is limited to 1 st year college students at National

University, and the findings may not be generalizable to other schools or regions. The

study also focuses specifically on the academic and professional development of the

immersion program students, and other factors that may influence their outcomes, such

as personal factors, socioeconomic status, and family background, will not be thoroughly

examined.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 9

LITERATURE REVIEW

The work immersion program in the K to12 curriculum in the Philippines has become

an essential component of the senior high school (SHS) education system, providing

students with practical experience and valuable skills necessary for success in the

workplace. The Department of Education (DepEd) in the Philippines issued a

memorandum DM-CI-2020-0085, and DepEd Order No. 30, s. 2017at order to introduce

work immersion at all senior high schools (SHSs), rules were released. Furthermore,

these guidelines will take effect starting in the school year 2017-2018 for SHSs. This

program has been designed to equip students with critical thinking, problem-solving, and

decision-making abilities. Additionally, the work immersion program can enhance

students' awareness, interest, and readiness for college courses and offer them a broader

perspective on their future careers. The benefits of work immersion extend beyond

students, as it also helps schools provide a successful post-secondary-led high school

education program and enables teachers to develop relevant training, professional

development, and resources to enhance their teaching delivery. In this context, it is

essential to recognize the socio-economic factors and personal values that can impact the

academic track or strand chosen by senior high school students.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 10

Adapting Work Immersion

The COVID-19 pandemic has not only caused a global health crisis but has also

affected various aspects of life, including education. In response to this challenge, the

Department of Education (DepEd) in the Philippines issued Memorandum DM-CI-2020-

0085 and DepEd Order No. 30, s. 2017, which provide guidelines for work immersion

programs for Grade 12 students. However, due to the pandemic, the implementation of

these guidelines has had to be modified to ensure compliance while keeping students

safe. The assessment of the implementation of the school-based work immersion

program in Surigao City National High School during the health crisis showed that the

students were able to comply with the requirements stipulated in the guidelines and

performed well in the different activities. Finally, the students strongly agreed that the

work immersion program in school helped to develop their competencies relevant to

their chosen strands. (Arcayera, 2021).

Further, according to the Department of Education (2021), one of the strategies that

have been implemented is to introduce essential skills that can be taught remotely, such

as carpentry and computer-related specializations, using online platforms supervised by a

teacher. This approach aims to provide SHS learners with the necessary competencies

for employment despite the pandemic's limitations. DepEd has released guidelines for

work immersion during a crisis situation, which offer four different schemes, including

in-school, home-based, community-based, and school-industry tie-ups.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 11

Moreover, San Antonio, D. (2022) explained that work immersion could be

implemented even before limited face-to-face classes were allowed, but now that face-

to-face classes are allowed, they will be reintroduced. The Department of Education

(DepEd) created guidelines on work immersion before the pandemic, and the immersion

program will be included in the school's program when they return to face-to-face

classes. The immersion will be subject to the rules and regulations implemented by the

Inter-Agency Task Force (IATF) and will provide SHS learners with actual industry

experience in their chosen specializations.

Enhancing College Readiness Via Work Immersion

According to the University of the People (2018), "college readiness" refers to the

collection of abilities, actions, and understanding that a high school student should

possess in order to be prepared for college. Possessing college readiness serves as an

indicator of potential success and how easily one can adjust to college life.

But for Insorio et al. (2023), students' awareness, interest, and readiness for college

courses were low before the work immersion implementation. However, after the

implementation, they all increased, and significant differences existed before and after. It

means that the student’s awareness, interest, and readiness for college were built through

work immersion, which is one of the end goals of the senior high school curriculum.

Also, a significant difference in awareness and interest levels was established based on a

preferred college course. Students who preferred an education course got the highest
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 12

awareness and interest levels, while those who preferred a criminology course got the

lowest awareness and interest levels.

Additionally, to improve their competency, students are exposed to and familiarized

with job-relevant contexts pertaining to their area of study through work immersion

programs. With that, work immersion programs offer students a unique opportunity to

gain practical experience and exposure to work environments relevant to their field of

specialization. By participating in these programs, students can enhance their

competencies, expand their skill set, and develop a deeper understanding of their chosen

career path. According to research conducted by the COTTA National High School

Senior High School (2018),

Finally, the experience gained through work immersion programs can help students

make informed decisions when selecting courses for their college education. By having

first-hand experience in a particular field, students can identify the areas they are most

interested in and passionate about. This can guide their course selection and help them

choose programs that align with their career goals.

Positive Gains of Work Immersion on Student Competencies

The positive learning gains that students have achieved through their experiences in

science-based work immersion partner institutions Teamwork, communication,

attendance, punctuality, productivity, resilience, initiative, proactivity, judgment,

decision-making, dependability, reliability, attitude, and professionalism, all of which

the students were able to acquire and develop during their immersion. Moreover, the
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 13

students perceived their experiences as an opportunity to test themselves and apply what

they learned in a non-school setting, where they could experience social interactions in a

work environment. These skills and values developed during their immersion are seen as

beneficial for students as they move from high school to real life. (Acut et al., 2021).

but at Victory Christian International School (2015), students will develop financial

awareness at a young age. Students will learn how to think like adults, manage their

finances effectively, and gain exposure to other related skills such as budgeting and

marketing by being exposed to the daily operations of a real work environment.

Moreover, according to the Work Immersion Program, Philippines, Youth Policy

Toolbox, n.d., with the aid of this curriculum, senior high school students will be better

prepared for college, the workforce, or business by gaining attitudes, an understanding

for, and respect for work as well as life and career skills. Additionally, it enables

students to go seamlessly from education to employment after earning beneficial

experience.

SHS Course Selection

Internal factors such as individual perspective, family, and peer influence significantly

affect students' career choices, while external factors such as compensation, technical

requirements, and educational requirements also have a high level of influence

(Regulacion, 2022).
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 14

Other factors such as financial aid, educational quality, tuition affordability, and

environment and culture are the primary factors influencing a student's decision to enroll

in college, and these factors are adaptable regardless of age, gender, or family wealth.

Moreover, understanding these factors can better prepare SHS students for college and

help them make informed decisions about their future career paths. (Quiño, 2022).

Moreover, according to Secuya et al. (2020), work immersion programs let students

experience different jobs and learn about various careers. This helps them figure out

what they want to do in the future and what courses they should take in college. By

doing real work, they also get better at the skills they need for their chosen profession.

This makes them more attractive to employers when they start looking for jobs.

SHS Program Awareness Needed

Despite identifying employment and entrepreneurship as rationales for the program,

three-quarters of Grade 12 students plan to proceed to higher education. This suggests a

lack of awareness or understanding of the opportunities provided by the work immersion

program and its potential to equip them with skills and capacity for work or

entrepreneurial activities. However, even those who have passed national certification

assessments do not believe that firms will prefer hiring them over college graduates. This

highlights the need for greater awareness and understanding of the SHS program among

students and firms to improve its implementation and increase its effectiveness in

achieving its objectives. (Orbeta et al., 2019). Furthermore, a significant difference in

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 15

awareness and interest levels was established based on a preferred college course.

(Insorio et al., 2023)

SHS Teacher Resilience

Despite the constraints of the K–12 programs, the survey showed that senior high

school (SHS) teachers in the Philippines recognized their vital roles and remained

positive. The teachers' unique experiences as they battle with their new teaching job have

inspired them to look for ways to help them in the classroom. The study's findings help

academic institutions reconsider SHS implementation policies by developing relevant

training for teachers' professional development, conducting regular onsite monitoring,

and providing need-based support and resources for teachers' up-skilling and reskilling.

The Department of Education can continue to deliver inclusive and equitable education

for everyone by meeting the standards for SHS implementation and the collective goals

of teachers (Bacus & Alda, 2022).

Yet, the teachers struggled to create and improve learning methods that would meet

the objectives of work immersion. Equipment and materials that are available in the

school aren’t of the same quality as or comparable to those in the industry. Furthermore,

another concern of the teachers was the preparedness of the students to perform tasks in

the work immersion program. According to the study conducted by Mapalo-Mina M.

and Sermona N. (2022).

In contrast, according to Delmonte, F. R. (2022), teachers at the senior high school

program have been found to be knowledgeable about the work immersion program.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 16

Work Immersion Readiness

The Department of Education (2017) states that "Work immersion is a component of

the senior high school curriculum that provides practical experience or simulated work

scenarios". This enables learners to apply their competencies and acquired knowledge

related to their chosen track. Moreover, the work immersion experiences made the

students knowledgeable about the college course requirements, expectations, and skills

needed. They became skilled in communication and socialization.

Moreover, Dimaano G. (2019) suggests that additional hours for the work

immersion program will enhance the work experience and preparedness of senior high

school students.

Therefore, students will become more motivated and decisive to pursue a degree

course and expect to experience more work immersion in college. Finally, the students

will be ready and inspired to face the challenges of college life. (Insorio et al., 2023).
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 17

Synthesis

The Department of Education's (DepEd) K–12 program's job immersion program

offers pupils learning experiences that last anywhere from 80 to 320 hours. Through the

program, students can become more used to the workplace, participate in a workplace

simulation, and put their skills to use in their areas of expertise. Under the K–12

program, completion of work immersion is a requirement for graduation. According to

studies, students who are immersed in the workplace can learn and develop abilities

including teamwork, communication, punctuality, productivity, resilience, initiative,

proactivity, judgment, dependability, attitude, and professionalism. Additionally, it gives

students the chance to put their knowledge to the test and use it in situations outside of

the classroom. Work immersion programs teach lifelong lessons and values that can

improve one's quality of life. The students gained awareness of the prerequisites,

expectations, and abilities needed for college courses as a result of their job immersion

experiences. They developed communication and socialization skills, which are crucial

qualities for graduates. As a result, they were more inspired and determined to complete

a degree program, and they anticipated having a greater job immersion while college.

Despite the limitations of the K–12 curriculum, SHS instructors in the Philippines are

aware of their important duties and continue to be optimistic. By creating pertinent

training for teachers' professional development, conducting regular on-site monitoring,

and offering need-based support and resources for teachers' up-skilling and reskilling,

study findings assist academic institutions in reviewing SHS implementation strategies.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 18

Theoretical Framework

The figure shown above is the model representing the Theory of Planned Behavior by

Ajzen (1985). This study will be formulated using the "Theory of Planned Behavior"

which, according to Ajzen (1985), assumes that intentions to perform behaviors of any

kind can be accurately predicted by 3 factors, which are attitudes, subjective norms, and

perceived behavioral control. This framework can effectively guide the researchers in

assessing the relationship between Work Immersion and Course selection.

Through the Theory of Planned Behavior, the researchers can identify the impact of

work immersion on previously grade 12 students, as well as being able to assess the

quality of their learning experience in work immersion. It will also help the researchers

better understand what the characteristics of those students are who have picked their

course for their higher education and what are the different external and internal factors

that may have influenced that choice.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 19

METHODOLOGY

Research Design

The researchers will use the approach of Quantitative Research. Quantitative research,

according to Bhandari (2020), is the process of gathering and examining numerical data.

This approach in research can be used to discover patterns, create predictions, test

relationships, and generalize results to wider populations.

The researchers will conduct the study using Correlation Research Design to

determine the relationship between two variables which, in this study, are the Immersion

program and the Course Aspirations of 1 st year College Students at NU. To explain, in a

correlational research design, relationships between variables are examined without any

of the variables being within the researcher's direct control or influence (Bhandari,

2021). This will allow the researchers to find any correlation between Immersion

Programs and Course Aspirations, as well as determine the impacts, if present, of

Immersion Programs on Course Aspirations.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 20

Context and Participants

This study aims to evaluate how the immersion program and course selection

aspiration have affected the past Grade 12 Senior High School students who participated

in the program during the previous academic year.

This study focuses on the past Grade 12 students who completed the immersion

program at Nazareth School of National University during the previous academic year.

Our population size is 646 students, all of whom are recent graduates of the Senior High

School program at Nazareth School of National University. We aim to obtain a target

sample size of 55 participants who are currently 1st-year college students studying at the

National University - Manila. With the help of the Cochran formula with a precision

level of ±5%, confidence level of 80%, and an estimated portion of 0.9, the researchers

were able to get the sample size with a population size of 646 students. By selecting a

representative sample of this population, we can assess the impact of the immersion

program on their college course selection and aspirations.

Research Instruments

The research instrument used in this study is a self-administered questionnaire that is

connected to the theory of planned behavior, which aims to evaluate the impacts of

immersion programs and course selection aspirations, attitudes, subjective norms, and

perceived behavioral control on 1st-year college students at National University-Manila

who graduated at NSNU last academic year. Immersion programs intend to help and
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 21

provide opportunities for senior high school students to become familiar with their

course-selection aspirations in college. It will help students fully understand the

objectives of their desired course selection. By using self-administered questionnaires to

gather data from the previous grade 12 students from NSNU, this research study will

examine if immersion programs have an impact on analyzing the students' perceptions of

their course selection aspirations to pursue and continue their selected immersion

programs. The questionnaire consists of several items that will assess the study to know

how immersion programs impact the course selection aspirations of senior high school

students at NSNU. To ensure the content of the questionnaires, they will be assessed by

the selected panel of experts, who will review and evaluate the items of the instruments

to give relevance to the study. To assess the questionnaire's reliability, the study will be

conducted with the previous senior high school students of NSNU who continue their

selected immersion programs into their college journey. The participants were asked to

complete the survey questionnaires. The survey questionnaire will contain questions

regarding their demographic profile and evaluation of the three factors of the Theory of

Planned Behavior, which are the Attitudes, Subjective Norms and Perceived Behavioral

Control.

Data-gathering Procedure

To gather data from previous senior high school graduates who are currently 1 st year

college students studying at National University-Manila, the researchers will employ a

multi-step data-gathering procedure that prioritizes confidentiality, accuracy, and ethical

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 22

guidelines. The first step will involve contacting the registrar's office to request a list of

graduates. Further, the researchers will use Purposive Sampling technique. According to

Nikolopoulou (2022), Purposive sampling involves a deliberate and systematic approach

to identifying individuals within a population who are expected to exhibit specific

characteristics or experiences that are relevant to a particular study. The selection

process involves a predetermined set of criteria that ensures the targeted individuals or

cases are representative of the study's objectives and research questions. By using

purposive sampling, researchers can focus their attention on a relatively small sample of

participants that are most likely to provide valuable insights and information for their

research. With that, the researchers will send out consent letters to the participants,

providing detailed information about the study's purpose, procedures, and data usage.

The consent letter will also emphasize the voluntary nature of participation and offer the

option to withdraw from the study at any time.

Once consent has been obtained, the survey questionnaires will be distributed through

MS Teams, a secure online platform. The questionnaire will be designed to collect data

that is relevant to the research questions and hypotheses. The completed surveys will

then be collected, and the researchers will ensure that all data is treated confidentially

and anonymously. Any identifying information will be removed from the data to protect

the privacy of the participants.

The next step will be to analyze the data using statistical techniques such as

correlation analysis. The researchers will use specialized software to conduct data
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 23

analysis, and they will interpret the results based on the research questions and

hypotheses. Drawing conclusions and making recommendations based on the analysis of

the data will be the next steps. The researchers will ensure that their recommendations

are grounded in empirical evidence and are feasible and practical to implement.

Finally, the researchers will share the results of the study with stakeholders such as

the NSNU administration, academic departments, and other interested parties. The

dissemination of results will be done in a transparent and accessible manner, such as by

publishing the findings in a peer-reviewed journal, presenting at conferences or

meetings, or creating an executive summary. By adhering to ethical guidelines and

implementing a rigorous data-gathering procedure, the researchers aim to produce high-

quality data that can inform future policies and practices at NSNU.

Data Analysis

The data that the researchers garnered made use of JASP (Jeffrey’s Amazing

Statistics Program) statistical software to help them produce descriptive statistics. JASP

is an open-source project funded by the University of Amsterdam. It has a graphical user

interface (GUI) that allows users to perform a variety of statistical analyses, including t-

tests, ANOVA, regression analysis, factor analysis, and Bayesian analyses. JASP also

includes an extensive tutorial and documentation library to assist users in learning how

to use the software effectively. By doing so, we can determine the relationship between

the impact of the immersion program and course selection on previous senior high

school students from Nazareth School of the National University. As the group will co-
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 24

relate the work immersion program and the course selection, we will use non-parametric

tests to further understand the study. According to Nwagwu and Oshin (2016),

correlational research can be used to identify patterns and connections between variables

as well as to forecast future events using available information. Furthermore, researchers

will use Chi-squared test to test the three pairs of variables in this study, which are the

immersion program taken and the course taken in college, age and the course taken in

college, and sex and the course taken in college.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 25

RESULT AND DISCUSSION

The entirety of Chapter 4 is for presenting the research technique and design that is

used throughout the study. It provides a concise and accurate description of the methods,

and processes utilized to collect, analyze, interpret, and present the data. The selection and

justification of the study design are also covered, providing the foundation for the

following processes of data collection and analysis. The numerous ethical considerations

that were made to ensure the accuracy and integrity of the research findings are also

discussed in this chapter.

I. Reporting Frequency and Percentage Count

Profiling

1. What are the demographic profiles of the past SHS students at NSNU according to:

1. Age
2. Sex
3. Environment
4. Course taken in college
5. Socioeconomic status
6. Taken immersion program last academic year

Table 1.1. Demographic profile of the respondents according to their age

Age Frequency %

18 9 16.4
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 26

19 23 41.9

20 14 25.5

21 6 11

22 3 5.5

Table 1.1 shows the distribution of respondents according to their age. As shown above, 9 out of 55

respondents (or 16.4%) are under the age of 18, 23 respondents (or 41.9%) are under the age of 19,

14 respondents (or 25.5%) are under the age of 20, 6 respondents are under the age of 21, and only

3 respondents are under the age of 22.

Table 1.2. Demographic profile of the respondents according to their sex

Sex Frequency %

Male 19 34.5
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 27

Female 36 65.5

Table 1.2 shows the distribution of respondents according to their sex. As shown above, 19 of the

55 respondents (34.5%) are males, while 36 (65.5%) are females.

Table 1.3. Demographic profile of the respondents according to their environment

Does your home environment

affect your decision on which Frequency %
college course you will choose?

Yes 26 47.3

No 29 52.7

Table 1.3 shows the distribution of based on their environment. As shown above, 26 of

the 55 respondents (47.3%) were affected by their home environment when deciding on

a college course, while 29 (52.7%) were not affected by their home environment when

deciding on a college course.

Table 1.4. Demographic profile of the respondents according to their course taken in college
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 28

Did you continue your selected

immersion programs in your Frequency %
college education?

Yes 44 80

No 11 20

Table 1.4 shows the distribution of respondents based on the courses they took in

college. As shown above, 44 out of 55 respondents, or 80%, agreed to continue their

chosen immersion programs in their college educations, while 11 respondents, or 20%,

did not agree to continue their chosen immersion programs in their college educations.

Table 1.5. Demographic profile of the respondents according to their socioeconomic factors

What is your monthly

household income? Frequency %

Above Php 30,000 17 31

Php 10,000 - Php 30,000 26 37

Below Php 10,000 12 22

Table 1.5 shows the distribution of the respondents according to their socioeconomic status. As

shown above, 17 out of 55 or 31% of the respondents have a monthly household income above Php

30,000, the 26 respondents have a monthly household income between Php 10,000 - Php 30,000,

and lastly, a number of 12 respondents for those who have a monthly household income below Php

10,000.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 29

Table 1.6. Demographic profile of the respondents according to their taken immersion program
last academic year

What immersion program do

Frequency %
you belong to?
Engineering 10 18.9
Architecture 9 16.4
Allied Health 18 32.7
Computing and Information
7 12.7
Technologies
Accounting and Business 7 12.7
Customer Service 0 0
Education 0 0
Tourism and Hospitality 4 7.3
Management
Culinary 0 0

Table 1.6 shows the distribution of the respondents according to their taken immersion program

last academic year. As shown above, 10 out of 55 or 18.9% of the respondents took Engineering, 9

respondents took Architecture, 18 respondents took Allied Health, 7 respondents took Computer

and Information Technologies, 7 respondents took Accounting and Business, none took Customer

Service, none took Education, 4 took Tourism and Hospitality Management, and none took

Culinary.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 30

II. Reporting Measure of Central Tendency and Variations

Table 2.1. Attitude of the students towards Immersion Program

Statement Mean Std. Deviation Q.I.

1. My chosen course 4.309 1.086 Strongly Agree

selection was my
personal choice.
2. My selected 4.055 1.239 Agree
program for K - 12
immersion was aligned
with my interest and
course aspiration.
3. The immersion 3.818 1.172 Agree
program had a
significant impact on
my attitude toward
pursuing my course
aspiration.
4. Participating in 3.800 1.193 Agree
immersion programs
in senior high school
has influenced my
attitude toward
pursuing my course
selection aspiration.
5. Undergoing an 3.873 1.139 Agree
immersion program
shapes my future
career path.
6. Going through an 4.091 1.159 Agree
immersion program as
a senior high school
student has a positive
effect on choosing
college courses
7. I consider 2.564 1.398 Disagree
immersion programs
in senior high school
as a waste of time and
resources for us.
8. I believe that the 3.873 1.187 Agree
immersion program
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 31

had a significant effect

on my course selection
aspirations
9. I become more 3.655 1.236 Agree
confident in pursuing
my desired college
course because of the
immersion program.
10. The immersion 3.927 1.152 Agree
program has made me
more knowledgeable
about the career
opportunities
associated with my
chosen course.
Overall Mean 3.796 0.946 Agree

Interpretation Guide: 1 - Strongly Disagree (1.00 - 1.80), 2 - Disagree (1.81 - 2.60), 3 - Neither
Agree nor Disagree (2.61-3.40), 4 - Agree (3.41 - 4.20), 5 - Strongly Agree (4.21 - 5.00)

Table 2.1, the attitudes assessment, shows that the ten statements' overall mean is 3.796, and the

standard deviation is 0.946 according to JASP statistical analysis. The first statement has a mean

of 4.309, 1.086 standard deviations, and its qualitative interpretations response is Strongly Agree.

On the second statement, it has a mean of 4.055, 1.239 standard deviations, and its qualitative

interpretation response is Agree. The third statement has a mean of 3.818, 1.172 standard

deviations, and its qualitative interpretation response is Agree. The fourth statement has a mean

of 3.800, 1.193 standard deviations, and its qualitative interpretation response is Agree. The fifth

statement has a mean of 3.873, 1.139 standard deviations, and its qualitative interpretation

response is Agree. The sixth statement has a mean of 4.091, 1.159 standard deviations, and its

qualitative interpretation response is Agree. The seventh statement has a mean of 2.564, 1.398

standard deviations, and its qualitative interpretation response is Disagree. The eighth statement

has a mean of 3.873, 1.187, and its qualitative interpretation response is Agree. The ninth

statement has a mean of 3.655, 1.236, and its qualitative interpretation response is Agree. Finally,

the tenth statement has a mean of 3.927, 1.152 standard deviations, and its qualitative
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 32

interpretation response is Agree. Therefore, the qualitative interpretations of the ten statements

based on the respondents' responses said they Agree with the assessment.

Table 2.2 Subjective Norms of students towards Immersion Program

Statement Mean Std. Deviation Q.I.

1. I am influenced by
the people around me,
such as my family and
3.473
friends, when it comes 1.200 Agree
to deciding on my
chosen course study.
2. My parents or
guardians encourage
me to pursue my
chosen program
because they believe
Neither Agree nor
that immersion 3.400 1.409
Disagree
programs are
important for college
course selection.
3. My family members
and friends are my
references in choosing
2.964 1.374 Disagree
my course selection
who are in the same
field.
4. My peer group and
friends have their own
opinions about the
immersion programs
3.073 1.345 Disagree
in senior high schools
and it affects my
course-selection
aspirations.
5. Some of my high
school teachers have
recommended certain
college courses based 3.236 1.232 Disagree
on their experience or
background in
immersion programs
6. I acknowledge the 3.764 1.186 Agree
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 33

success stories of
previous senior high
school students who
have participated in
the immersion
program and gone on
to pursue successful
careers in their chosen
fields that can
influence my course
selection.
7. There are
expectations from my
family or community
3.473 1.359 Agree
regarding the prestige
associated with certain
college courses.
8. Financial constraints
or expectations have
an impact on my
course selection, such 3.673 1.359 Agree
as the availability of
scholarships or the
cost of tuition.
9. Gender or cultural
stereotypes have some
2.473 1.260 Disagree
influence on my
course selection
10. My peers or family
members are
pressuring me to 2.182 1.362 Disagree
choose a specific
college course.
Neither Agree nor
Overall Mean 3.1711 0.917
Disagree
Interpretation Guide: 1 - Strongly Disagree (1.00 - 1.80), 2 - Disagree (1.81 - 2.60), 3 - Neither
Agree nor Disagree (2.61-3.40), 4 - Agree (3.41 - 4.20), 5 - Strongly Agree (4.21 - 5.00)

Table 2.2, the subjective norms assessment, shows that the ten statements' overall mean is

3.1711, and the standard deviation is 0.917 according to JASP statistical analysis. The

first statement has a mean of 3.473, 1.200 standard deviations, and its qualitative

interpretations response is Agree. On the second statement, it has a mean of 3.400, 1.409

standard deviations, and its qualitative interpretation response is Neither Agree nor
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 34

Disagree. The third statement has a mean of 2.964, 1.374 Standard deviations, and its

qualitative interpretation response is Disagree. The fourth statement has a mean of 3.073,

1.345 standard deviations, and its qualitative interpretation response is Disagree. The

fifth statement has a mean of 3.236, 1.232 standard deviations, and its qualitative

interpretation response is Disagree. The sixth statement has a mean of 3.764, 1.186

standard deviations, and its qualitative interpretation response is Agree. The seventh

statement has a mean of 3.473, 1.359 standard deviations, and its qualitative

interpretation response is Agree. The eighth statement has a mean of 3.673, 1.359, and its

qualitative interpretation response is Agree. The ninth statement has a mean of 2.473,

1.260, and its qualitative interpretation response is Disagree. Finally, the tenth statement

has a mean of 2.182, and 1.362 standard deviations, and its qualitative interpretation

response is Disagree. Therefore, the qualitative interpretations of the ten statements

based on the respondents' responses said they Neither agree nor disagree with the

assessment.

Table 2.3. Perceived Behavioral Control towards Immersion Program

Statement Mean Std. Deviation Q.I.

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 35

1. Various factors
influenced my
decision on choosing
3.745 1.142 Agree
my specific immersion
program during senior
high school.
2. There are personal
circumstances that
may limit my ability to 3.545 1.168 Agree
select my desired
course study.
3. I feel confident in
choosing my course
selection aspiration
based on my 3.873 1.187 Agree
immersion program
experience in senior
high school
4. I think I have
already the necessary
skills and knowledge
to choose a college 3.618 1.178 Agree
course that is aligned
with my immersion
program experience.
5. The immersion
program in senior high
school makes me
confident and helps me
3.836 1.214 Agree
make an informed
decision about my
college course
selection
6. My selected college
course still aligns with
the program I
3.927 1.303 Agree
underwent during my
senior high school
immersion program
7. There is some
uncertainty about
Neither Agree nor
choosing or deciding 3.091 1.365
Disagree
on what course I want
to take in college.
8. I feel motivated to 3.709 1.242 Agree
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 36

pursue my desired
college course based
on my immersion
program experience.
9. I believe that the
skills and knowledge I
gained during my
immersion program 4.036 1.138 Agree
experience will be
applicable to my
desired college course.
10. I am confident that
my immersion
program experience
has prepared me for
the academic and 3.818 1.234 Agree
personal challenges
associated with
pursuing my chosen
college course.
Overall Mean 3.720 0.937 Agree
Interpretation Guide: 1 - Strongly Disagree (1.00 - 1.80), 2 - Disagree (1.81 - 2.60), 3 - Neither
Agree nor Disagree (2.61-3.40), 4 - Agree (3.41 - 4.20), 5 - Strongly Agree (4.21 - 5.00)

Table 2.3, the perceived behavioral control assessment shows the 10 statements that have an

overall mean of 3.720 and the overall standard deviation is 0.937 according to JASP statistical

analysis and the overall qualitative interpretation is Agree. Moreover, the first statement has a

mean of 3.745 and its standard deviation is 1.142 and its qualitative interpretation is Agree. The

second statement has a mean of 3.545 and its standard deviation is 1.168 and its qualitative

interpretation is Agree. The third statement has a mean of 3.873 and its standard deviation is

1.187 and its qualitative interpretation is Agree. The fourth statement has a mean of 3.618 and its

standard deviation is 1.178 and its qualitative interpretation is Agree. The fifth statement has a

mean of 3.836 and its standard deviation is 1.214 and its qualitative interpretation is Agree. The

sixth statement has a mean of 3.927 and its standard deviation is 1.303 and its qualitative

interpretation is Agree. The seventh statement has a mean of 3.091 and its standard deviation is

1.365 and its qualitative interpretation is Neither Agree nor Disagree. The eighth statement has a
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 37

mean of 3.709 and its standard deviation is 1.242 and its qualitative interpretation is Agree. The

ninth statement has a mean of 4.036 and a standard deviation of 1.138 and its qualitative

interpretation is Agree. And its tenth statement has a mean of 3.818 and a standard deviation of

1.234 and its qualitative interpretation is Agree.

III. Reporting Measure of Statistical Test Result NON - PARAMETRIC TEST

Analysis (Chi – Squared Statistical Test)

Table 3.1. Chi-squared test of association of immersion program and the course taken by the
respondents

Regressio Chi- Cramer’s Likeliho Contin Interpreta p- Interpr

n Squared V od ratio gency tion value etation
Value Coeffic
ients

Chi- Extreme
Signifi
Squared 198.817 0.850 141.793 0.885 Associati .001
c-ant
Test on

Interpretation guide according to contingency coefficient: 0.20 - 0.35 (Weak Association), 0.36 -
0.50 (Moderate Association), 0.51 - 0.65 (Strong Association), 0.66 - 0.80 (Very Strong
Coefficient), 0.81 - 0.99 (Extreme Association)

Table 3.3 shows the association between the immersion program and the course taken by the

respondents. As shown above, the chi-squared value is 198.817, the Cramer's V is 0.850, and the

likelihood ratio is 141.793. The results lead to the contingency coefficient of 0.885, which is

interpreted as having an extreme association with the immersion program and the course taken by

the respondents. The p-value shown above is .001 meaning that the results are significant.

Discussion
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 38

The information presented in the tables sheds light on various aspects of the respondents.

Table 1.1 shows the age distribution, which shows that a significant proportion of

respondents (16.4%) are under the age of 18, with the majority falling between the ages of

19 and 20. Table 1.2 shows the gender distribution of the respondents, which shows that

34.5% are male and 65.5% are female. The influence of the home environment on

respondents' college course decisions is examined in Table 1.3, with 47.3% indicating such

an impact. Table 1.4 delves into the courses selected by respondents, with 80% agreeing to

continue their immersion programs. Socioeconomic status, as shown in Table 1.5, reveals

that 31% of respondents have a monthly household income of more than Php 30,000.

Finally, Table 1.6 shows how respondents were distributed across different immersion

programs, with Engineering and Allied Health being popular choices.

Moving on to the assessment tables, Table 2.1 looks at attitudes, revealing an overall mean

of 3.796 and a qualitative interpretation of respondents' agreement. Subjective norms are

evaluated in Table 2.2, revealing a mixed response with varying degrees of agreement,

disagreement, and neutrality. Table 2.3 investigates perceived behavioral control, which has

an overall mean of 3.720 and an interpretation of agreement. These evaluations provide

information about respondents' attitudes, subjective norms, and perceived control over the

research topic.

Finally, the chi-squared value of 198.817 and Cramer's V of 0.850 in Table 3.1 show a

strong relationship between the respondents' chosen immersion programs and the courses

they took. This association is further supported by the contingency coefficient of 0.885, with
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 39

a p-value of.001 indicating statistical significance. These findings highlight the connection

between respondents' immersion programs and subsequent college courses.

Overall, the tables' data shed light on various aspects of the respondents' demographics,

attitudes, subjective norms, perceived behavioral control, and the relationship between

immersion programs and chosen courses.

CONCLUSION AND RECOMMENDATION

Summary of Findings
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 40

Demographic Profile

The age distribution of the respondents shows that 16.4% are under the age of 18,

41.9% are under the age of 19, 25.5% are under the age of 20, 6 are under the age of 21,

and 3 are under the age of 22. The gender distribution of the 55 respondents was 34.5%

male and 65.5% female. Moreover, 52.7% of the respondents did not consider their

home environment when choosing a college course, compared to 47.3% of the

respondents who did and 12 respondents have a monthly income below Php 10,000, 26

respondents have a monthly income between Php 10,000 and Php 30,000, and 31% of

the respondents have a household income above Php 30,000. Lastly, the respondents'

preferences for immersion programs, revealed that 18.9% of respondents selected

engineering, followed by 9 respondents in the architecture category, 18 respondents in

the allied health category, 7 respondents in computer and information technologies, 7

respondents in accounting and business, and 4 respondents in tourism and hospitality

management. None of our 55 respondents selected the following immersion programs

such as, customer service, education, or culinary programs.

Assessment

The attitude assessment of the respondent shows the responses to the first statement

indicate a Strongly Agree sentiment, with a mean of 4.309 and a standard deviation of
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 41

1.086. The second to sixth statements yield means ranging from 3.818 to 4.091,

representing an Agree response. However, the seventh statement receives a Disagree

interpretation, with a mean of 2.564 and a standard deviation of 1.398. The eighth to

tenth statements have means ranging from 3.655 to 3.927, indicating an Agree response.

The subjective norms assessment of the respondents shows that the overall mean of the

ten statements is 3.1711, with a standard deviation of 0.917. Based on JASP statistical

analysis, the interpretations indicate that the respondents neither fully agreed nor

disagreed. Analyzing each statement individually, the findings reveal that the

respondents generally agreed with the perceived behavioral control statements. The

overall mean of the ten statements is 3.720, with a standard deviation of 0.937, based on

JASP statistical analysis.

Analysis

The association between the immersion program and the course taken by the

respondents is found to be extremely strong (contingency coefficient = 0.885). This

strong association is supported by a significant p-value of 0.001. It reveals that there is a

significant relationship between the 2 variables of the immersion program and the course

taken by the respondents.

Conclusions

The study seeks the effectiveness of immersion programs and their impact on the

course selection aspirations of previous senior high school students at NSNU, the factors
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 42

that contribute to the success or failure of immersion programs in shaping the course

selection aspirations of previous senior high school students at NSNU, and if there is a

significant relationship between course selection aspirations and impact of immersion

programs among the past senior high school students at NSNU who have undergone

immersion programs last Academic Year.

With the result of our data analysis using the non-parametric test which is the chi-

squared test, the researchers concluded that there is an effectiveness between immersion

programs and their impact on the college course selection aspirations of the past senior

high school students at NSNU and among the 55 respondents, only 6 respondents did not

continue their immersion program in choosing their college course and the factors are lack

of time management, financial reasons, lack of self-confidence, subject slot deficit, and

personal reasons.

Furthermore, the researchers concluded that there is a significant relationship between

course selection aspirations and the impact of the immersion program among the previous

senior high school students at NSNU who have undergone immersion programs last

Academic Year. The result of the chi-squared test of the association between the

immersion program and the course taken by the respondents has an extreme association

with each other. The study has also showed that the students from NSNU chose the

programs that are well managed by National University of Manila.

Utilizing the theory of planned behavior as the researchers’ basis for the research

instrument was very useful for the researchers found out the effectiveness of immersion
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 43

program and its impact towards college course selection of the past senior high school

students from NSNU. The 3 variables of the theory of planned behavior are the Attitude,

Subjective norms, and Perceived Behavioral Control. Revealed that in the Attitude

statements, according to the data, respondents had generally positive experiences and

believed in the benefits of immersion programs in terms of course selection, aspirations,

and career opportunities. In the Subjective norms, it revealed the data that the respondents

had a mixed experience with external influences on their course selection, with some

factors having an impact while others did not. Lastly, on the Perceived Behavioral Control,

the data revealed that the respondents had positive experiences and believed in the benefits

of the immersion program in terms of guiding course selection, boosting confidence, and

preparing them for college.

Limitations

While doing the investigation, various difficulties did occur. The researchers had to

change statistical tests when the results that they got from Pearson's R test failed. The

researchers instead used a non-parametric statistical test of chi-squared test and end up

with good results.

Recommendations

Based on the research findings, several recommendations for the successful

implementation of immersion programs are:

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 44

1. Monitoring and evaluating results: It is essential to put procedures in place for

keeping an eye on and assessing the effects of immersion programs. To

monitor changes in demographics, attitudes, and course preferences over time,

do routine data collection and analysis. This evaluation procedure will make it

possible to gauge the success of treatments and make the required corrections

as a result.

2. Enhance the effectiveness of immersion programs: Given that immersion

programs have a significant influence on senior high school students' intentions

to enroll in college courses, it is prudent for NSNU to maintain and grow these

programs. These programs must be well planned, organized, and in line with

the student’s interests and objectives if they are to be effective. It is important

to regularly evaluate the programs using participant feedback to find areas for

improvement and make the required adjustments.

3. Encourage cooperation with industry partners: Building relationships with

businesses, groups, and institutions related to NSNU's course offerings is

crucial. Through this partnership, students may have access to possibilities for

internships, mentorship, and practical experience. Immersion programs can be

improved by collaborating with industry leaders, improving their relevance,

and assisting students in better understanding their selected courses.

Implementing these recommendations will help NSNU ensure the continued success

and effectiveness of their immersion programs, positively impacting student outcomes

and facilitating a seamless transition from high school to college.

NAZARETH SCHOOL OF NATIONAL UNIVERSITY 45
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 46

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 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 49

Appendix 1
Instrument
Questions:

Part 1: Demographic Profile Information

1. Sex

Female

Male

2. Age:

3. Socio-economic Status (Income Based)

High-income class (Above Php 30k)

Middle-income class (Php 10k – Php 30k)

Low-income class (Below Php 10k)

4. What immersion program do you belong to?

Engineering

Architecture

Allied Health

Computing and Information Technologies

Accounting and Business

Customer Service

Education
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 50

Tourism and Hospitality Management

Culinary

5. What course are you taking now?

6. Did you continue your selected immersion program at your college? And if

not, why? What was your reason?

Yes

No, ________________________

7. Does your home environment affect your decision on which college course

you will choose?

Yes

No

Part 2: To what extent do Senior High School students at NSNU perceive the K to 12

immersion programs as beneficial for their academic and professional development?

Instructions: Please rate the following statements on a scale of 1 to 5, where 1 means

"Strongly Disagree" and 5 means "Strongly Agree".

Neither
Strongly Agree Strongly
ATTITUDE Disagree Agree
Disagree nor Agree
Disagree
1. My chosen course
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 51

selection was my
personal choice.
2. My selected program
for K-12 immersion was
aligned with my interest
and course aspirations.
3. The immersion
program had a significant
impact on my attitude
toward pursuing my
course selection
aspiration.
4. Participating in
immersion programs in
senior high schools has
influenced my attitude
toward pursuing my
course selection
aspiration.
5. Undergoing an
immersion program
shapes my future career
path.
6. Going through an
immersion program as a
senior high-school
student has a positive
effect on choosing
college courses.
7. I consider immersion
programs in senior high
school as a waste of time
and resources for us.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 52

8. I believe that the

immersion program had a
significant effect on my
course selection
aspirations.
9. I become more
confident in pursuing my
desired college course
because of the immersion
program.
10. The immersion
program has made me
more knowledgeable
about the career
opportunities associated
with my chosen course.

Neither
Strongly Agree Strongly
SUBJECT NORMS Disagree Agree
Disagree nor Agree
Disagree
1. I am influenced by the
people around me, such
as my family and friends,
when it comes to
deciding on my chosen
course study.
2. My parents or
guardians encourage me
to pursue my chosen
program because they
believe that immersion
programs are important
for college course
selection.
3. My family members
and friends are my
references in choosing
my course selection who
are in the same field.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 53

4. My peer group and

friends have their own
opinions about the
immersion programs in
senior high schools and it
affects my course-
selection aspirations.
5. Some of my high
school teachers have
recommended certain
college courses based on
their experience or
background in immersion
programs.
6. I acknowledge the
success stories of
previous senior high
school students who have
participated in the
immersion program and
gone on to pursue
successful careers in their
chosen fields that can
influence my course
selection.
7. There are expectations
from my family or
community regarding the
prestige associated with
certain college courses.
8. Financial constraints or
expectations have an
impact on my course
selection, such as the
availability of
scholarships or the cost of
tuition.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 54

9. Gender or cultural
stereotypes have some
influence on my course
selection.
10. My peers or family
members are pressuring
me to choose a specific
college course.

Neither
PERCEIVED
Strongly Agree Strongly
BEHAVIORAL Disagree Agree
Disagree nor Agree
CONTROL
Disagree
1. Various factors
influenced my decision
on choosing my specific
immersion program
during senior high school.
2. There are personal
circumstances that may
limit my ability to select
my desired course study.
3. I feel confident in
choosing my course
selection aspiration based
on my immersion
program experience in
senior high school.
4. I think I have already
the necessary skills and
knowledge to choose a
college course that is
aligned with my
immersion program
experience.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 55

5. The immersion
program in senior high
school makes me
confident and helps me
make an informed
decision about my college
course selection.
6. My selected college
course still aligns with the
program I underwent
during my senior high
school immersion
program.
7. There is some
uncertainty about
choosing or deciding on
what course I want to
take in college.
8. I feel motivated to
pursue my desired college
course based on my
immersion program
experience.
9. I believe that the skills
and knowledge I gained
during my immersion
program experience will
be applicable to my
desired college course.
10. I am confident that
my immersion program
experience has prepared
me for the academic and
personal challenges
associated with pursuing
my chosen college
course.
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 56

Norminy T. Barodi

Validator

Remarks: Grammar (capitalization, sentence structure, and punctuation)

 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 57

Appendix 2
Correspondence

Reliability Test

Unidimensional Reliability
Frequentist Scale Reliability Statistics
Estimate Cronbach's α
Point estimate 0.968
95% CI lower bound 0.941
95% CI upper bound 0.984

Frequentist Individual Item Reliability Statistics

If item dropped
Item Cronbach's α mean sd
Age 0.968 19.600 1.231
ImBelong 0.971 3.700 2.319
MHIncome 0.968 1.750 0.639
AT1 0.967 3.800 1.361
AT2 0.967 3.700 1.593
AT3 0.967 3.800 1.322
AT4 0.966 3.850 1.461
AT5 0.966 3.800 1.152
AT6 0.967 3.950 1.191
AT7 0.970 2.150 1.309
AT8 0.966 3.650 1.309
AT9 0.967 3.650 1.226
AT10 0.966 3.700 1.455
SN1 0.966 3.400 1.188
SN2 0.966 3.250 1.410
SN3 0.968 2.800 1.399
SN4 0.968 2.850 1.226
SN5 0.967 3.450 1.050
SN6 0.966 3.500 1.318
SN7 0.967 3.550 1.395
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 58

Frequentist Individual Item Reliability Statistics

If item dropped
Item Cronbach's α mean sd
SN8 0.968 3.100 1.483
SN9 0.969 2.450 1.146
SN10 0.969 2.250 1.372
PBC1 0.966 3.450 1.234
PBC2 0.967 3.200 1.152
PBC3 0.967 3.700 1.342
PBC4 0.966 3.400 1.314
PBC5 0.966 3.800 1.361
PBC6 0.967 3.650 1.599
PBC7 0.969 2.550 1.317
PBC8 0.966 3.450 1.395
PBC9 0.966 3.850 1.424
PBC10 0.966 3.550 1.504

Test of Normality

Shapiro - Wilk Test Statistic Df p

Attitude 0.873 54 < .001

Subjective Norms 0.963 54 0.085

Perceived Behavioral Control 0.877 54 < .001

Letter of Permission
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 59
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 60

Data

Profiling

Respond Sex Age What What What Did And if Does

ents imme is cours you not, your
rsion your e are contin why? home
progr month you ue What enviro
am do ly taking your was nment
you house now? select the affect
belon hold ed reaso your
g? incom imme n? decisi
e? rsion on on
progr which
ams colleg
in e
your cours
colleg e you
e will
educa choos
tion? e?
Allied
Php
Healt
10,00
Allied h-
Respond 0-
F 18 Healt Allied Yes N/A Yes
ents 1 Php
h Healt
30,00
h-
0
BSN
Respond Allied
Php
ents 2 Healt
10,00
Allied h-
0-
F 19 Healt Allied Yes N/A No
Php
h Healt
30,00
h-
0
BSN
Respond Php
ents 3 10,00 Allied
Allied
0- Healt
F 19 Healt Yes N/A Yes
Php h-
h
30,00 MT
0
Respond Accou
Accou
ents 4 Abov nting
nting
e Php and
F 20 and Yes N/A No
30,00 Busin
Busin
0 ess -
ess
BSA
Respond F 19 Allied Php Allied Yes N/A Yes
ents 5 Healt 10,00 Healt
h 0- h-
Php BSN
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 61

30,00
0
Respond Php
ents 6 10,00 Allied Prefer
Allied
0- Healt red
F 18 Healt No Yes
Php h- not to
h
30,00 Psych say
0
Respond Abov
ents 7 Archit e Php Archit
M 20 Yes N/A Yes
ecture 30,00 ecture
0
Respond Php
ents 8 10,00 Allied
Allied
0- Healt
F 19 Healt Yes N/A Yes
Php h-
h
30,00 BSN
0
Respond Below Allied
Allied
ents 9 Php Healt
M 19 Healt Yes N/A Yes
10,00 h-
h
0 MT
Respond Below Allied Prefer
Allied
ents 10 Php Healt red
M 21 Healt No No
10,00 h- not to
h
0 Psych say
Respond Php
ents 11 10,00
Archit 0- Archit
F 19 Yes N/A Yes
ecture Php ecture
30,00
0
Respond Comp Comp
ents 12 uting uting
and and
Below
Infor Infor
Php
M 20 matio matio Yes N/A No
10,00
n n
0
Techn Techn
ologie ologie
s s - IT
Respond Php
ents 13 10,00
Archit 0- Archit
F 19 Yes N/A No
ecture Php ecture
30,00
0
Respond Below
Engin
ents 14 Engin Php
M 20 eering Yes N/A Yes
eering 10,00
- CE
0
Respond Abov
ents 15 Archit e Php Archit
M 19 Yes N/A Yes
ecture 30,00 ecture
0
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 62

Respond Abov Allied

Allied
ents 16 e Php Healt
F 20 Healt Yes N/A No
30,00 h-
h
0 MT
Respond Abov Allied
Allied
ents 17 e Php Healt
F 18 Healt Yes N/A No
30,00 h-
h
0 MT
Respond Bache
ents 18 Php lor of
10,00 Scien
Allied
0- ce in
F 18 Healt Yes N/A Yes
Php Allied
h
30,00 Healt
0 h-
MT
Respond Comp Comp
ents 19 uting uting
Php
and and
10,00
Infor Infor
0-
M 19 matio matio Yes N/A Yes
Php
n n
30,00
Techn Techn
0
ologie ologie
s s
Respond Accou
Php
ents 20 Accou nting
10,00
nting and
0-
F 21 and Busin No Busy No
Php
Busin ess -
30,00
ess BSB
0
AM
Respond Accou
Accou
ents 21 Below nting
nting
Php and
M 20 and Yes N/A Yes
10,00 Busin
Busin
0 ess -
ess
MA
Respond Comp Comp
ents 22 uting uting
and and
Abov
Infor Infor
e Php
F 19 matio matio Yes N/A No
30,00
n n
0
Techn Techn
ologie ologie
s s - IT
Respond Accou
ents 23 Accou nting
Abov
nting and
e Php
M 21 and Busin Yes N/A No
30,00
Busin ess -
0
ess BSB
AFM
Respond F 19 Archit Php Allied Yes N/A No
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 63

ents 24 10,00
0- Healt
ecture Php h-
30,00 MT
0
Respond Php
ents 25 10,00
Engin
Engin 0-
F 19 eering Yes N/A Yes
eering Php
- CE
30,00
0
Respond Accou
Php
ents 26 nting
10,00
and
Archit 0-
F 20 Busin Yes N/A No
ecture Php
ess -
30,00
BSB
0
AM
Respond Php
ents 27 10,00
Archit 0- Archit
F 20 Yes N/A Yes
ecture Php ecture
30,00
0
Respond Comp Comp
ents 28 uting uting
and and
Below
Infor Infor
Php
M 20 matio matio Yes N/A No
10,00
n n
0
Techn Techn
ologie ologie
s s - IT
Respond The
ents 29 work
imme
rsion
Comp that I
uting experi
Php
and enced
10,00
Allied Infor not
0-
F 20 Healt matio No relate Yes
Php
h n d to
30,00
Techn the
0
ologie cours
s - IT e I am
curren
tly
taking
.
Respond Abov
ents 30 Archit e Php Archit
M 19 Yes N/A Yes
ecture 30,00 ecture
0
Respond F 19 Engin Php Engin Yes N/A No
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 64

ents 31 10,00
0-
eering
eering Php
- CE
30,00
0
Respond I take
ents 32 differ
ent
imme
rsion
Abov in shs,
Engin
Engin e Php I take
F 19 eering No No
eering 30,00 abm
- CE
0 and
now I
am
taking
BSCE
.
Respond Comp
Comp
ents 33 uting
uting
and
and
Abov Infor Prefer
Infor
e Php matio red
F 19 matio No No
30,00 n not to
n
0 Techn say
Techn
ologie
ologie
s-
s
ML
Respond Php
ents 34 10,00
Engin
Engin 0-
F 20 eering Yes N/A Yes
eering Php
- CE
30,00
0
Respond Abov Allied
Allied
ents 35 e Php Healt
F 18 Healt Yes N/A No
30,00 h-
h
0 BSN
Respond Php Accou
Accou
ents 36 10,00 nting
nting
0- and
F 22 and Yes N/A Yes
Php Busin
Busin
30,00 ess -
ess
0 BSA
Respond Bache
ents 37 Php lor of
10,00 Scien
Allied
0- ce in
F 21 Healt Yes N/A No
Php Allied
h
30,00 Healt
0 h-
MT
Respond Accou Abov Accou
F 22 Yes N/A No
ents 38 nting e Php nting
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 65

and
and Busin
30,00
Busin ess -
0
ess BSB
AM
Respond Touris
ents 39 m and
Abov Prefer
Hospi
e Php Archit red
F 21 tality No Yes
30,00 ecture not to
Mana
0 say
geme
nt
Respond Comp Comp
ents 40 uting uting
Php
and and
10,00
Infor Infor
0-
M 19 matio matio Yes N/A No
Php
n n
30,00
Techn Techn
0
ologie ologie
s s - IT
Respond Touris
ents 41 Touris m and
m and Hospi
Below
Hospi tality
Php
M 18 tality Mana Yes N/A No
10,00
Mana geme
0
geme nt -
nt BSH
M
Respond Accou
Accou
ents 42 Abov nting
nting
e Php and
F 22 and Yes N/A No
30,00 Busin
Busin
0 ess -
ess
BSA
Respond Php
ents 43 10,00
Engin
Engin 0-
F 20 eering Yes N/A No
eering Php
- CE
30,00
0
Respond I don't
ents 44 think
Below
that
Engin Php Archit
M 21 No progr No
eering 10,00 ecture
am is
0
for
me.
Respond Abov Finan
Allied
ents 45 e Php Archit cial
F 19 Healt No Yes
30,00 ecture reaso
h
0 n
Respond Engin Php Engin
F 19 Yes N/A Yes
ents 46 eering 10,00 eering
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 66

0-
Php
- CE
30,00
0
Respond Below
Engin
ents 47 Engin Php
M 20 eering Yes N/A No
eering 10,00
- CE
0
Respond Php
ents 48 10,00
Archit 0- Archit
M 18 Yes N/A Yes
ecture Php ecture
30,00
0
Respond Php
ents 49 10,00 Allied
Allied
0- Healt
F 18 Healt Yes N/A Yes
Php h-
h
30,00 BSN
0
Respond Php
ents 50 10,00 Allied
Allied
0- Healt
F 19 Healt Yes N/A No
Php h-
h
30,00 BSN
0
Respond Touris
ents 51 Touris m and
Php
m and Hospi
10,00
Hospi tality
0-
F 18 tality Mana Yes N/A No
Php
Mana geme
30,00
geme nt -
0
nt BSH
M
Respond Engin
Abov
ents 52 eering
Archit e Php Slot
F 19 - No No
ecture 30,00 deficit
BSES
0
E
Respond I
ents 53 didn't
take
Comp becau
uting se I
and have
Abov
Infor Engin Privat
e Php
F 19 matio eering No e No
30,00
n - CE matter
0
Techn s
ologie about
s it. but
it is
the
prefer
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 67

red
cours
e of
my
father
Respond Touris
ents 54 Touris m and
m and Hospi
Below
Hospi tality
Php
M 20 tality Mana Yes N/A Yes
10,00
Mana geme
0
geme nt -
nt BSH
M
Respond Below
Engin
ents 55 Engin Php
M 19 eering Yes N/A Yes
eering 10,00
- CE
0

Assessment

Attitude of students towards Immersion Program

Attit Attit Attit Attit Attit Attit Attit Attit Attit Attit
Respond
ude ude ude ude ude ude ude ude ude ude
ents
1 2 3 4 5 6 7 8 9 10
Respond
4 5 3 3 4 4 2 4 4 4
ents 1
Respond
5 5 5 5 5 5 3 5 5 5
ents 2
Respond
4 4 4 4 4 4 2 4 3 4
ents 3
Respond
5 5 5 5 3 4 2 5 2 5
ents 4
Respond
5 3 5 5 3 5 4 4 4 4
ents 5
Respond
5 1 3 4 4 4 1 2 3 2
ents 6
Respond
5 5 3 4 4 5 2 4 4 4
ents 7
Respond
4 5 5 5 5 5 5 5 4 4
ents 8
Respond
3 5 4 4 4 4 1 4 5 5
ents 9
Respond
5 4 5 5 4 5 2 4 3 4
ents 10
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 68

Respond
5 5 5 5 5 5 5 5 4 5
ents 11
Respond
1 1 1 1 1 1 1 1 1 1
ents 12
Respond
5 5 4 4 5 5 1 4 3 4
ents 13
Respond
5 5 5 5 5 5 1 5 5 4
ents 14
Respond
5 5 4 5 5 5 1 4 5 5
ents 15
Respond
5 5 5 5 5 5 5 5 5 5
ents 16
Respond
5 5 5 4 4 5 5 5 4 5
ents 17
Respond
5 5 5 5 5 5 5 5 5 5
ents 18
Respond
4 4 4 4 4 4 4 4 4 4
ents 19
Respond
4 4 4 4 4 4 4 4 4 4
ents 20
Respond
1 1 1 1 1 1 1 1 1 1
ents 21
Respond
5 5 5 5 5 5 1 5 5 5
ents 22
Respond
5 5 4 3 3 4 2 3 3 4
ents 23
Respond
5 5 5 5 5 5 1 5 5 5
ents 24
Respond
5 4 4 4 4 4 1 4 4 4
ents 25
Respond
4 5 4 4 5 5 2 4 4 4
ents 26
Respond
5 5 4 4 4 3 2 4 4 4
ents 27
Respond
5 3 4 4 4 4 2 4 3 4
ents 28
Respond
3 2 1 1 1 1 3 1 3 1
ents 29
Respond
4 4 4 4 5 5 2 4 5 5
ents 30
Respond
4 5 3 4 4 5 2 4 4 4
ents 31
Respond
4 3 3 2 4 4 1 3 1 2
ents 32
Respond
4 5 5 5 5 5 1 5 5 5
ents 33
Respond
5 4 4 4 4 4 3 4 3 4
ents 34
Respond
5 5 3 4 5 5 5 5 5 5
ents 35
Respond
5 5 4 4 4 5 2 5 4 4
ents 36
Respond
5 5 5 4 5 5 1 5 5 5
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 69

ents 37
Respond
5 5 4 4 4 4 2 4 4 4
ents 38
Respond
4 4 3 3 4 4 2 3 3 3
ents 39
Respond
5 5 5 4 4 5 3 4 4 5
ents 40
Respond
5 4 4 4 4 4 4 5 5 5
ents 41
Respond
5 4 4 4 4 2 2 4 4 4
ents 42
Respond
5 5 5 5 5 5 5 5 5 5
ents 43
Respond
1 2 2 1 1 1 4 1 1 1
ents 44
Respond
4 4 5 5 4 4 4 4 4 4
ents 45
Respond
5 5 3 3 4 4 3 2 2 3
ents 46
Respond
3 3 2 2 3 3 3 2 2 3
ents 47
Respond
3 1 3 3 3 3 3 4 2 2
ents 48
Respond
4 3 1 1 1 5 5 2 1 3
ents 49
Respond
2 3 2 2 3 3 2 3 3 4
ents 50
Respond
5 5 5 5 5 5 1 5 5 5
ents 51
Respond
5 4 4 4 3 3 4 5 4 4
ents 52
Respond
5 3 4 4 3 5 1 3 3 3
ents 53
Respond
5 2 3 3 3 3 3 3 3 4
ents 54
Respond
3 4 4 4 4 3 2 5 5 5
ents 55

Subjective Norms of students toward Immersion Program

Su
bje Subj Subj Subj Subj Subj Subj
Subje Subje Subje
cti ectiv ectiv ectiv ectiv ectiv ectiv
ctive ctive ctive
Respond ve e e e e e e
Nor Nor Nor
ents No Nor Nor Nor Nor Nor Nor
ms ms ms
rm ms ms ms ms ms ms
2 6 9
s 3 4 5 7 8 10
1
Respond
5 4 4 3 3 3 5 4 3 1
ents 1
Respond
4 5 2 5 3 5 5 2 1 1
ents 2
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 70

Respond
4 3 2 3 4 4 4 2 3 3
ents 3
Respond
3 2 1 4 2 4 3 4 3 1
ents 4
Respond
3 1 2 3 3 3 3 3 3 3
ents 5
Respond
2 3 5 5 5 5 5 5 1 1
ents 6
Respond
3 4 2 2 3 4 2 2 2 2
ents 7
Respond
3 4 2 2 4 5 3 3 1 1
ents 8
Respond
4 2 3 3 4 4 1 5 1 1
ents 9
Respond
4 5 3 3 4 4 5 5 3 2
ents 10
Respond
4 5 5 5 4 5 5 5 3 4
ents 11
Respond
1 1 3 1 1 1 1 1 1 1
ents 12
Respond
4 5 3 5 4 5 5 4 4 3
ents 13
Respond
5 2 2 2 4 5 2 5 2 1
ents 14
Respond
4 4 4 3 4 4 5 4 3 2
ents 15
Respond
4 5 5 5 5 5 5 5 5 5
ents 16
Respond
3 2 2 2 2 2 2 4 3 2
ents 17
Respond
5 5 5 2 1 5 5 5 5 1
ents 18
Respond
4 4 4 4 4 4 4 4 4 4
ents 19
Respond
4 4 4 4 4 4 4 4 4 4
ents 20
Respond
1 1 1 1 1 1 1 1 1 1
ents 21
Respond
4 5 5 5 5 5 5 4 1 1
ents 22
Respond
3 3 4 3 3 4 4 3 3 2
ents 23
Respond
4 4 4 1 5 5 5 5 1 1
ents 24
Respond
5 4 4 1 4 4 3 5 1 1
ents 25
Respond
3 2 2 4 4 5 4 4 2 2
ents 26
Respond
3 4 2 4 4 4 2 4 2 2
ents 27
Respond
4 4 3 4 3 4 4 4 2 2
ents 28
Respond
1 1 1 1 1 1 1 1 2 2
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 71

ents 29
Respond
4 5 5 3 2 3 4 5 1 3
ents 30
Respond
4 1 2 2 4 4 5 5 4 1
ents 31
Respond
2 4 3 3 2 4 3 2 4 2
ents 32
Respond
3 5 4 4 5 5 4 5 1 1
ents 33
Respond
5 4 3 4 1 3 3 5 1 1
ents 34
Respond
4 5 4 3 3 3 3 3 3 3
ents 35
Respond
5 2 2 5 2 2 2 2 2 1
ents 36
Respond
2 3 1 2 2 4 4 5 1 1
ents 37
Respond
3 5 3 3 4 4 3 3 2 2
ents 38
Respond
4 3 3 2 3 4 5 5 4 5
ents 39
Respond
3 3 4 4 3 4 3 3 3 3
ents 40
Respond
4 5 5 5 5 5 5 5 5 5
ents 41
Respond
4 2 3 3 4 4 3 2 2 4
ents 42
Respond
5 5 5 5 5 5 5 5 5 5
ents 43
Respond
1 1 1 1 2 1 1 1 3 1
ents 44
Respond
4 4 1 4 3 4 4 5 2 3
ents 45
Respond
5 3 1 4 4 4 5 5 4 4
ents 46
Respond
1 1 1 1 3 2 1 3 1 1
ents 47
Respond
2 2 2 3 3 3 3 3 3 3
ents 48
Respond
3 1 1 1 1 1 4 5 1 1
ents 49
Respond
4 4 4 2 3 4 3 4 2 1
ents 50
Respond
1 5 1 1 1 5 1 1 1 1
ents 51
Respond
3 3 2 2 3 3 4 3 2 1
ents 52
Respond
5 5 5 5 5 4 4 4 3 5
ents 53
Respond
4 4 4 4 4 4 4 4 4 4
ents 54
Respond
5 4 4 3 3 4 2 2 2 1
ents 55
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 72

Perceived Behavioral Control of students toward Immersion Program

Respon Perce Perce Perce Perce Perce Perce Perce Perce Perce Perce
dents ived ived ived ived ived ived ived ived ived ived
Bevi Bevi Bevi Bevi Bevi Bevi Bevi Bevi Bevi Bevi
oral oral oral oral oral oral oral oral oral oral
Cont Cont Cont Cont Cont Cont Cont Cont Cont Cont
rol rol rol rol rol rol rol rol rol rol
1 2 3 4 5 6 7 8 9 10
Respon
5 4 5 3 4 5 2 4 5 4
dents 1
Respon
4 4 5 5 5 5 1 5 5 5
dents 2
Respon
3 3 3 2 3 5 4 3 4 2
dents 3
Respon
4 5 2 3 4 5 5 2 3 2
dents 4
Respon
3 3 3 3 3 3 3 3 3 3
dents 5
Respon
3 4 5 5 5 1 1 3 3 3
dents 6
Respon
3 2 5 4 4 4 2 4 4 3
dents 7
Respon
3 3 4 3 5 3 4 4 5 5
dents 8
Respon
4 4 5 4 5 5 1 5 5 5
dents 9
Respon
dents 5 4 4 3 4 4 2 4 4 3
10
Respon
dents 5 5 5 5 5 4 4 5 5 5
11
Respon
dents 1 1 1 2 1 1 2 1 1 1
12
Respon
dents 4 4 4 5 5 5 3 4 5 5
13
Respon
dents 5 4 5 2 2 5 4 4 4 4
14
Respon
dents 3 4 4 5 5 5 5 4 5 5
15
Respon 4 4 4 5 5 5 4 4 4 4
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 73

dents
16
Respon
dents 4 4 5 5 4 5 5 4 5 5
17
Respon
dents 5 5 5 5 5 5 5 5 5 5
18
Respon
dents 4 4 4 4 4 4 4 4 4 4
19
Respon
dents 4 4 4 4 4 4 4 4 4 4
20
Respon
dents 1 1 1 1 1 1 1 1 1 1
21
Respon
dents 5 4 5 5 5 5 4 5 5 5
22
Respon
dents 3 3 4 4 4 4 4 4 4 4
23
Respon
dents 5 1 5 5 5 5 1 5 5 5
24
Respon
dents 4 4 4 4 4 4 3 4 4 4
25
Respon
dents 4 4 4 2 4 5 4 5 5 5
26
Respon
dents 4 2 4 3 4 4 2 4 4 4
27
Respon
dents 4 4 3 2 3 4 3 4 4 3
28
Respon
dents 1 1 1 1 1 2 3 2 2 2
29
Respon
dents 4 4 5 3 3 5 4 4 5 5
30
Respon
dents 4 4 4 3 3 4 4 2 4 3
31
Respon
dents 3 4 2 2 3 2 4 2 3 4
32
Respon
dents 5 3 5 4 5 5 1 5 5 5
33
Respon 4 5 3 4 3 3 1 3 4 3
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 74

dents
34
Respon
dents 4 4 5 3 5 5 3 5 5 5
35
Respon
dents 5 5 3 3 4 5 4 3 5 4
36
Respon
dents 3 4 4 4 4 5 1 4 5 4
37
Respon
dents 3 3 4 4 4 5 3 4 4 4
38
Respon
dents 5 5 3 3 3 2 4 2 3 2
39
Respon
dents 4 4 5 4 5 5 3 5 5 5
40
Respon
dents 5 4 5 5 5 5 5 5 5 5
41
Respon
dents 4 4 4 4 4 4 3 4 4 4
42
Respon
dents 5 5 5 5 5 5 5 5 5 5
43
Respon
dents 1 1 4 4 1 1 1 1 1 1
44
Respon
dents 5 5 5 4 4 4 4 4 4 4
45
Respon
dents 3 5 3 2 3 3 1 1 3 3
46
Respon
dents 1 3 2 3 2 2 3 3 3 3
47
Respon
dents 3 3 3 3 4 3 4 4 4 3
48
Respon
dents 3 4 1 1 1 1 1 1 1 1
49
Respon
dents 4 2 4 4 4 4 4 3 4 4
50
Respon
dents 5 1 5 5 5 5 1 5 5 5
51
Respon 4 3 5 4 5 4 4 5 4 5
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 75

dents
52
Respon
dents 5 3 3 5 4 3 4 4 4 3
53
Respon
dents 4 4 4 5 5 5 5 5 5 5
54
Respon
dents 3 4 4 4 4 4 3 5 5 5
55
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 76

Appendix 3
Certification of Originality Check
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 77

Appendix 4
Informed Consent Form

Good day! We would like to invite you to participate in a research study conducted by

STEM2104 students from Nazareth School of National University. The purpose of this

study is to explore the correlation between the Immersion Program and the course

selection aspirations of previous senior high school students at NSNU. While the

immersion program has been extensively studied, very few research studies have

specifically investigated its impact on academic achievement and future career plans. We

will gather information from previous grade 12 students who graduated from NSNU and

currently studying at National University - Manila. To achieve our research objectives,

we would greatly appreciate your participation in this study by completing a survey that

takes approximately 5-10 minutes, you will contribute to the body of knowledge

regarding the impact of the Immersion Program on academic achievement and future

career plans. We understand that privacy is a major concern, and we want to assure you

that your participation is entirely voluntary, and that all information provided in this

study will be treated with strict confidentiality.

If you have any questions or concerns about the study, please feel free to contact our email

at [email protected].

Are you willing to participate in this research study?

Agree

Disagree
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 78

Appendix 5
Curriculum Vitae
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 79
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 80
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 81
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 82
NAZARETH SCHOOL OF NATIONAL UNIVERSITY 83
 NAZARETH SCHOOL OF NATIONAL UNIVERSITY 84

Link of our survey questionnaire via google forms:

https://docs.google.com/forms/d/e/1FAIpQLScnwPUUH083ADP6VTRx2BnzUV_x-

UJgfM4w35Zq_GO8pX-hnQ/viewform?usp=sharing

Raw data of our excel file:

https://nationalueduph-my.sharepoint.com/:x:/g/personal/jbmedallada_students_nu-
nazareth_edu_ph/ET2aAmke-A1GhAxp2oEOpDUBpGi3tRg-DRMRPKcjFerCww?
e=ZYgSmX