International Journal of Multidisciplinary Research and Growth Evaluation www.allmultidisciplinaryjournal.

com

Challenges encountered and level of satisfaction of work immersion students and

partners: Basis for school policy work immersion plan
Chona R Necio 1*, Noli P Acosta 2, Maria Lourdes S Arzaga 3, Cristelle Joyce E Buhalog 4
Narra Integrated School, Palawan, Philippines

* Corresponding Author: Chona R Necio

Article Info Abstract

Work Immersion is widely regarded as a valuable tool for improving abilities, as well
as educating and preparing students for their future careers. To contribute significantly
ISSN (online): 2582-7138 to the enhancement of the work immersion program, thus this Descriptive study was
Volume: 03 conducted. It aimed to determine the challenges encountered as well as the level of
Issue: 04 satisfaction of work immersion students and immersion partners. The participants of
July-August 2022 this study were the 135 students and 10 immersion partners determined using random
Received: 14-07-2022; and convenience sampling. A validated questionnaire was employed to examine the
variables. The findings revealed that the level of satisfaction of both work immersion
Accepted: 02-08-2022 students and partners was described as Very Satisfied. These findings had favorable
Page No: 434-440 implications on the school’s work immersion program. However, there were certain
challenges faced by students as follows; the distance between immersion venues, the
tasks given was not in line with what was expected, supervisors/employees were not
approachable, the immersion venues were not aligned to the preferred course and some
immersion venue did not have adequate facilities needed during the period of
immersion. The necessity to supervise immersion students most of the time was
determined to be the most significant challenge encountered by the immersion
partners. The problems on the students’ attendance and tardiness and the Difficulty of
handling five immersion students at a time were also highlighted. The Work
Immersion Enhancement Plan is being suggested to address problems indicated by the
study's findings, to benefit the school, work immersion partners, and, most
importantly, work immersion students.

Keywords: Work immersion, level of satisfaction, work immersion students, immersion challenges

Introduction
Education has become the most important aspect of everyone’s life. It is said that education is the key that makes the rest of our
lives better and easier. An investment that allows people to do and live the life they choose instead of one that has been chosen
by others for them. The educational system plays a very important role in students’ life. The educators guide the child according
to their potential abilities, interests, and skills. Dewey accentuated that the aim of education is the development of a child’s
power and abilities.
Philippine education has structured its curriculum as a learner-center public institution in which the values and competencies
enable learners to realize their full potential and contribute meaningfully to building the nation. The foundation of the K to 12
Program significantly provides the Filipino Learners the opportunities to progress suits to their skills, interests, and potentials.
As stated on DepEd Order No. 30 S. of 2017 [1], one of the goals of the K to 12 Basic Education Program is to develop the
learners’ competencies, work ethic, and values relevant to pursuing further education and or/or joining the world of work. To
achieve greater congruence between basic education and the nation’s development targets, Work immersion, a required subject,
has been incorporated into the curriculum.

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This subject provides learners with opportunities: to become pursuing further education and/or joining the world of work.
familiar with the workplace; for employment simulations: To achieve greater congruence between basic education and
and to apply their competencies in areas of specialization/ the nation’s development target, work immersion, a required
applied subjects in authentic work environments. To achieve subject has been incorporated into the curriculum. The
the said objectives, Work immersion is thus a requirement for subject will provide the following opportunities: to become
graduation from secondary education. Learners are immersed familiar with the workplace, for employment simulation, and
in the actual work environment such as workshop offices and to apply their competencies in areas of specialization/ applied
laboratories in which their prior training is relevant. subjects to authentic work environments. To achieve the
Moreover, work immersion experiences bridge the gap objectives, Work immersion is thus a requirement for
between the theories learned in school and the reality setup graduation from secondary education. Learners are immersed
of professional life. A useful instrument that helps to improve in actual work environments such as workshops offices and
the skills as well as enlightens and prepares the learners for laboratories in which their prior training is relevant.
their future career. As stated on the Deped Order, Section 4, Work immersion
In Narra National High School, Work immersion students are will help develop among the learner’s life and career skills
sent to different Institutions and Offices congruence to the and will prepare them to make decisions and postsecondary
nature of their strands and preferred course in college. They education or employment. Through partnership building,
will undergo 80 hours of work immersion in which they will Deped hopes that the partner institutions will provide learners
receive orientations from the institutions and appreciate the with work immersion opportunities, workplace or hands-on
management processes through observing, identifying, and experience, and additional learning resources which aim to
applying skills and values learned in school as stated in the make the learners appreciate the importance and application
Work immersion competencies. As an output, the work of the principles and theories learned in school, enhance their
immersion students render reports and record daily technical knowledge and skills, enrich their skills in
performed tasks and compile it as a portfolio to be submitted communications and human relations and develop good work
to the work immersion supervisor and teacher. habits, attitudes, appreciation, and respect for work. By the
In this study, the challenges encountered as well as the level time learners reach Senior High School, they would have
of satisfaction of both Work immersion students and partners already acquired almost all the competencies and skills that
were determined. This study may be served as a basis to would prepare them for curriculum exits (higher education,
prepare a School Policy Work Immersion Plan to enhance the employment, middle-skills development, and entrepreneurship).
program that will benefit the students, academic institution, Work immersion provides them with an avenue to test
and immersion partner industries. themselves and apply what they have learned in a non-school
scenario. In work immersion, learners are not only able to
Statement of the problem apply their previous training but are also able to experience
This study aimed to determine the challenges encountered by the real interactions in a work environment. Their
the work immersion students and partners to recommend experiences during work immersion will develop many skills
relevant policy enhancement or programs on work and values.
immersion. As emphasized by Magno (2018) [2], work immersion
Specifically, it sought to answer the following questions: students will be competent in their respective field of
1. What is the profile of the respondents in terms of: interests, and they will skillful and knowledgeable enough to
1.1. Strand; and help suffice the economic needs of the Philippines especially
1.2. Department/Offices/Institution under they take in the manpower.
work immersion? Ronda (2018) [3] stated that the Department of Education is
2. What is the level of work immersion satisfaction of the banking on a strong partnership. It has forged with the
students in their respective workplaces? Philippine Chamber of Commerce and Industry (PCCI) and
3. What is the level of satisfaction of work immersion other industry groups as the Graded 12 students under the K-
partners on the performance of work immersion 12 basic education curriculum their work immersion course
students? requirement.
4. What are the challenges encountered by the work Work immersion as emphasized by the study of Lozada
immersion students and work immersion partners? (2017) [4], is an important aspect of providing students with a
5. What recommendations could be proposed as to the place to improve through simulation, offering them
result of the study? knowledge and experiences that will help them grow as
professionals. She emphasized the importance of experience
Related Literature and Studies as the best teacher, implying that as pupils achieve
Work immersion is a part of the Senior High School proficiency in their respective disciplines, inspiration can be
Curriculum where the Grade 12 Students are experiencing the derived.
real workplace. Its importance is highly recognized as it Pointing out the importance of Work immersion, Rex
molded the skills and attitude of the students to be productive Bookstore highlighted that People believe that work
citizens. Work Immersion can be conducted in different ways immersion is important to the holistic growth of each learner
depending on the purposes and needs of learners. thus creating learning materials that are aligned with the K to
The Department of Education (DepEd) released guidelines 12 Curriculum is significant to guide educators and learners
for Work Immersion through DepEd Order No. 30, series of on how to implement the program efficiently and effectively.
2017 as the basis for the implementation of Work Immersion (Rex Bookstore, 2018) [5].
in all Senior High Schools. It is stated that one of the goals of The Department of Education clearly stated the duties and
the K to 12 Basic Education program is to develop in learners responsibilities of schools, teachers, parents, learners, and
the competencies, work ethics, and values relevant to work immersion partners to the work immersion process,

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which is specified in the Memorandum of Agreement signed questionnaire was developed by the researchers and subjected
by parties involved. As to the immersion guidelines, the it to validity and reliability tests before administering it to the
institution partner should lead its expertise by making participants of this study. A pool of experts validated the
available its resident resource person to provide training to questionnaire and a Cronbach’s alpha of 0.7135 was obtained
the immersion students. Similarly, they should ensure that signifying that the items in the questionnaire were acceptable.
proper training must be provided to the students according to Approval from the school principal was sought and
their needs. Students’ safety in the workplace was also participants were informed of their consent. The researchers
reiterated to be given importance (DepEd Order 30, s.2017) administered the questionnaires personally and explain first
[6]
. to the respondents how the questionnaires will be answered.
On the other hand, the disadvantages of work immersion After which, responses were tabulated analytically. The data
were also pointed by the article of Davis (2021) [7] as he collected was treated and analyzed properly for correct
discusses that work immersion students had trouble in interpretation. The researchers employed frequency count
adapting to the current demand of the job that was assigned and percentage to determine the profile, while mean and
to them. The first week of the immersion, cause culture shock standard deviation were utilized to describe the level of
to them as they met and worked with the adults and new satisfaction of work immersion students and partners. For the
faces. Moreover, these challenges could negatively affect the challenges encountered by the work immersion students and
performance and attitude of students on their work partners, this study used frequency and rank.
immersion.
The Study of Macalintal (2020) [8] found out that immersion Results and Discussions
students usually face challenges on how to deal with their The profile of the respondents in terms of strand and
supervisors. Confusions on how they interact with their department/Offices/Institution under they take work
supervisors as their new teachers were experienced. They are immersion
also struggling with how to manage their time due to sudden The profile of the respondents in terms of their strands is
changes in their schedules. In addition, Immersion students shown in the table above. The biggest numbers of
found it hard to deal with unapproachable co-workers. respondents were from the General Academic Strands with
As to the work immersion partners, the most prevalent 52% or 70 students, followed by the TVL- Information
concern they encountered is the attendance of immersion Communications and Technology and Home Economics with
students as revealed in the study of Fereguas (2020) [9]. Some 14% or 21 and 22 students respectively, Industrial Arts with
immersion students have a habit of committing absences, 13% or 17 students and 7% or 9 students from Agri-Fishery
which has an impact on the immersion timetable. Arts.
However, research shows that work immersion conveyed
favorable impacts, particularly to the work immersion Table 1: The profile of the students in terms of Strand
students. Garcia (2020) [10] reported that the program is very Strand f %
useful in terms of work readiness, the extent of use of the General Academic Stand (GAS) 70 52%
skills, status of employment, alignment of track, waiting TVL- Home Economics (HE) 19 14%
time, and salary. This research found out that having greater TVL-Information Communications and Technology 20 14%
personal skills, technical skills, and work applicability tend (ICT)
to have a higher extent of students’ employability. It is TVL-Industrial Arts (IA) 17 13%
suggested that academic institutions are motivated to TVL-Agri-Fishery Arts (AFA) 9 7%
continuously look for industries that will suit and enhance the Total 135 100%
skills of the students for them to be productively immersed
and prepared for future job landing. The table displays the Work Immersion venues where the
Work immersion is a huge advantage for learners since they students were assigned. The Bureau of Fire Protection (BFP)
build knowledge and abilities as early as high school, as and the Philippine National Police (PNP) were chosen as
evidenced by the literature mentioned. These knowledge and immersion venues by 16% of students in the General
skills are very useful after their exits at the Secondary level. Academic Strand. Those students chose these agencies as
The guidelines issued by the Department of Education clearly their immersion venues as they considered being in uniform
defined and outlined the functions, responsibilities, and service in the future. 8% of the students had their work
duties of all agencies and parties involved. Although the immersion at Barangay Poblacion Office and Day Care
Centers under the said office. Those students will most likely
challenges are minimal, they must be addressed for effective
enroll in Political Science and Elementary education courses.
intervention to take place. Meanwhile, the students who were assigned at Narra National
High School who are planning to take Secondary Education
Methodology courses in college and those who were assigned at
This study employed a quantitative method and utilized a Cooperative bank who plan to take Accounting and Business
descriptive design to measure the level of satisfaction of both courses in college composed the 6%. As shown, only 3% of
work immersion students and partners as well as the the students were immersed at Ching’s Drug store, and these
challenges and problems encountered by the respondents. students preferred medical courses in the future. The
Stratified Random sampling was employed in this study. Technical, Vocational, and Livelihood Strands took
Respondents included 135 students from Home Economics, immersion to the venues aligned to their strands. 14 % of
Industrial Arts, Agri-Fishery Arts, Information, Home Economics Students were assigned to Restaurant, Coffee
Communication and Technology, and General Academic shop, and Bakeshop, 15% of Information, Communications
Strands who undergone Work Immersion. Furthermore, the and Technology students were assigned to an Internet Café,
Immersion Partners in the community were included as 13% of Industrial Arts Students were sent to Tagala
respondents through convenience sampling. A survey Construction, and 7% were sent to Yamang Bukid Farm.

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Table 2: The profile of the students in terms of their Work immersion venue
Strand Work Immersion venue f %
Narra National High School 6 4%
Bgy. Poblacion 11 8%
Narra Municipal Police 21 16%
General Academic Stand
Bureau of Fire Protection 22 16%
Ching’s Drug Store 4 3%
Self-Reliant Team (SRT) Cooperative Bank 5 4%
TVL- Home Economics Burp Bakery and Coffee Shop Hauz of Bread 19 14%
TVL-Information Communications and Technology Yabytes Net Cafe 20 15%
TVL-Industrial Arts RC Tagala Construction 17 13%
TVL-Agri Fishery Yamang Bukid 9 7%
Total 135 100%

The Satisfaction level of Students toward their Work supervisors were very hands-on in assisting them, which was
Immersion one of the factors that led to their satisfaction. Mcleen (2006)
The Satisfaction level of Students toward their Work as cited in the study of Peach (2014) [11] narrated that the
Immersion is presented in Table 3. It described that the positive relationship between workplace supervisors and
students are very satisfied with their work immersion with a immersion students is very significant in establishing shared
composite mean of 3.4178. Indicators 6 and 10, which states goals and desired outcomes, resulting in satisfaction. She
“The people and the supervisor in my work immersion added that, when work supervisors devote time in assisting
provided and assisted me to gain knowledge and skills that I and feed backing, it identifies specific learning needs for
need for my immersion” and “I was satisfied with the nature which skills should be improved. Indicator 2 which states,
of work in the immersion” respectively, got a mean of 3.554, “There were no major distractions that interfered with my
and an indicator 14 “I am happy having experienced the work training” got the lowest mean of 3.205 which falls to
immersion” obtained the highest mean of 3.639 with a very “satisfying” description. It implies that there might have
satisfying description. This was reflected in the submitted distractions that impede the training of the work immersion
students' portfolios and their daily notes highlighted that their students.

Table 3: The Satisfaction level of Students toward their Work Immersion

Std. Adjectival
Work immersion Satisfaction Indicators Mean
Deviation Rating
1. The work immersion venue helped me acquire skills/competencies 3.458 0.668 Very satisfied
2. There were no major distractions that interfered with my training 3.205 0.639 Satisfied
3. I was well-engaged with what was going on during the Work Immersion 3.434 0.648 Very satisfied
4. I was given an opportunity to perform hands-on activities that related to my specialization 3.422 0.665 Very satisfied
5. The work immersion met my expectations 3.289 0.741 Very satisfied
6. The people and the supervisor in my work immersion venue provided and assisted me to gain
3.554 0.667 Very satisfied
knowledge and skills that I need for my immersion.
7. I was contented with my working relationship with the supervisor and the people in my work
3.434 0.588 Very satisfied
immersion venue.
8. I was able to exercise my skills during work immersion 3.470 0.687 Very satisfied
9. I was able to improve my basic level of ability for advancement 3.494 0.571 Very satisfied
10. I was satisfied with the nature of work in the immersion 3.554 0.610 Very satisfied
11. I was satisfied with the experience gained in the work immersion. 3.398 0.715 Very satisfied
12. I was contented with the knowledge and skills gained from work immersion 3.277 0.754 Satisfied
13. I am confident enough to face the real world because of my experience in work immersion. 3.157 0.740 Very satisfied
14. I am happy having experienced the work immersion 3.639 0.655 Very satisfied
15. I will recommend the work immersion venue to other learners who will soon be taking work
3.482 0.669 Very satisfied
immersion subject
Composite Mean 3.4178 Very satisfied
Legend: 3.26-4.00 Very satisfied, 2.51-3.25 Satisfied 1.76-2.50 Dissatisfied1.00-1.75 Very dissatisfied

Work Immersion Partners' Satisfaction Level Very Satisfied. Work immersions Institutions identify
Work Immersion Partners' Satisfaction Level is shown in desired attributes in immersion students that comply with
Table 4. With a composite mean of 3.427, it revealed that work ethics, cooperation, and initiative, as to the study of
work immersion partners are Very satisfied with the Tung (2017). Collaborating among a group of people who
performance of Work Immersion students. This signifies that need to work as a team, taking the job seriously, adjusting
the students met the satisfaction levels of their immersion mentality to work from the first day of immersion, listening
partners in terms of the above-mentioned parameters. Results and taking advice to supervisors, observing punctuality, and
further indicate that the work immersion partners had almost demonstrating eagerness to learn new things are some of the
the same level of satisfaction as evident in the low values of specific factors that significantly increase the satisfaction of
standard deviation. The indicator that states, “Treat all co- work immersion partners. He added that when those factors
workers and supervisors with respectful manner” obtained were observed, the supervisors felt rewarded. On the other
the highest mean with the value of 3.88 and was described as hand, the statement “can do multitasking” got the lowest

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mean of 3.100 followed by the statement “Maintain good they are working with are all new, new learning processes
attendance, demonstrate professionalism at work and have emerged. With this, they found it difficult to learn
complete tasks with a minimum supervision”, which had a multiple tasks at a time, necessitating the supervisor’s
mean of 3.200 and were classified as Satisfied. As to the constant monitoring. In addition, most of them consider
study of Bustamante (2019), students did adjustments during waking up early as one of the major challenges that affect
their work immersion. Since the Job, the place, and the people their attendance in their workplace.

Table 4: Satisfaction Level of Work Immersion Partners toward the Work Immersion Students
Satisfaction on Work immersion students Indicators
Mean Std. Deviation Adjectival Rating
The work immersion students….
1. Actively listen to supervisors and co-workers. 3.700 0.483 Very satisfied
2. Treat all co-workers and supervisors with respectful manner. 3.800 0.422 Very satisfied
3. Show willingness to work with the team and considers feedback to improve performance. 3.700 0.483 Very satisfied
4. Comprehend oral and written information/instructions. 3.400 0.516 Very satisfied
5. Is punctual on a regular basis. 3.300 0.483 Very satisfied
6. Maintain good attendance. 3.200 0.422 Satisfied
7. Can do multitasking. 3.100 0.568 Satisfied
8. Complete tasks with a minimum supervision. 3.200 0.632 Satisfied
9. Display high level of performance at all times. 3.400 0.516 Very satisfied
10. Show a positive work attitude. 3.700 0.483 Very satisfied
11. Accept criticisms positively. 3.400 0.516 Very satisfied
12. Use all tools, facilities, and equipment responsibly. 3.300 0.483 Very satisfied
13. Physical appearance conforms to the workplace and placement rules. 3.600 0.516 Very satisfied
14. Contribute to the productivity of my company. 3.400 0.516 Very satisfied
15. Demonstrate professionalism at work. 3.200 0.632 Satisfied
Composite Mean 3.427 Very satisfied
Legend:
3.26-4.00 Very satisfied, 1.76-2.50 Dissatisfied
2.51-3.25 Satisfied, 1.00 – 1.75 Very dissatisfied

The Challenges encountered by the Work Immersion specifically accounted for 7 and 6 responses respectively. The
Students National Center for Health Research found out that the
Work immersion students were asked about the difficulties sleeping rhythm changes from puberty through adolescence.
they faced throughout their immersion. As seen in the table They start sleeping later in the morning and staying up later
above, the most challenging hindrance faced by 31 students at night. Most adolescents "naturally" stay awake later at
is getting to the work immersion venue due to the distance. night, making it difficult to fall asleep before ten o'clock. This
The immersion teachers acknowledged that this difficulty has played significantly in students' struggles to get up early
occurred mostly to the Industrial Arts, Home Economics and in the morning and meet an 8:00 a.m. schedule (2020)[14]. On
Agri-Fishery immersion students who were assigned to work the other hand, 28 work immersion students responded none
for Construction sites at the adjacent Barangays and Yamang to the question. It signifies that they did not encounter any
Bukid in Puerto Princesa. Twenty-one (21) immersion challenges during their immersion.
students reported that the tasks given to them were not what
they were expected. This one could be tied to Staff's post Table 5: The Challenges encountered by the Work Immersion
(2020), which talks about the opportunities that companies Students
provide for immersion students. Immersion industries or Challenges encountered f Rank
organizations, according to Staff, typically offer restricted Difficulty to going to work immersion venue due to
responsibilities, such as low-level clerical tasks. Supervisors 1 31 1st
Distance.
are hesitant to entrust certain high-level responsibilities to 2 The tasks given were not what we were expected 21 2nd
students because the majority of them lack expertise. When a The work immersion venue has no adequate
3 15 3rd
student was assigned to the Philippine National Police (PNP) infrastructure and facilities
Office, for example, they expected to be handling or wielding 4 Some of the employees were not easy to get along with 14 4th
a gun. However, due to safety concerns, this activity was not 5 Supervisors were not approachable 11 5th
carried out. Among the challenges mentioned where the work Put to the immersion venue that was not aligned to the
6 8 6th
immersion venue has no adequate infrastructure and facilities preferred course
7 Waking up early 7 7th
which was highlighted by 15 students, some of the employees
8 The tasks were not specific 6 8th
were not easy to get along with as mentioned by 14 students
and Supervisors were not approachable which was cited by
11 students. There were 8 students who indicated that they The Challenges encountered by the Work Immersion
were assigned to an immersion venue that was not aligned to Partners
The Challenges encountered by the Work Immersion Partners
their preferred course in college. As the immersion
were exhibited in Table 6. As perceived by 3 immersion
coordinator explained, there were students who aspired to
partners, the most challenging aspect of having immersion
take elementary education in college. However, the school
students is the need to supervise them most of the time. This
was unable to deal with the elementary schools. To cater their
can be inferred from the study of Lewis (2015)[15]which
preferred course, they were allocated to the Day Centers.
Moreover, waking up early and the tasks were not expounds that many supervisors observed that managing

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immersion students could be more difficult than managing Acknowledgments

staff since their motivation levels differ. She added that The researchers wish to express their deep appreciation and
supervisors need to provide competencies, which are gratitude to all who have extended help, support, and
expected from them for a limited period, hence requiring appreciation during the conduct of this study. Most
them more time to train, mentoring, and feedback to the importantly, the highest praises and gratitude is accorded to
immersion students. The student’s attendance and Lord Almighty.
punctuality were also issues during the immersion, as two
immersion partners pointed out. They indicated that there References
were students who had 2 to 3 absences during their 1. Department of Education (DepEd) Order no. 30, series
immersion period. As a result, these students had to extend of. Guidelines for work immersion of senior High
their duties to complete the required hours of immersion. The School, 2017.
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students who were always late. When asked about the reasons students, 2018. Retrieve from
for their absences or tardiness, the immersion students cited https://www.scribd.com/document/Work-immersion.
distance and the difficulty of getting up early as factors. One Date accessed, January 2019.
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factors that were highlighted. It was also observed that some Panay News. Retrieved from July 18, 2018), 2017. from
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tasking” got the lowest mean with a satisfying description. As 12. Tung Y. Chapter 21: Hospitality Practitioner Satisfaction
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