San Ricardo National High School - Senior High School

San Ricardo, Talavera, Nueva Ecija 3114

IMPACT OF WORK IMMERSION PROGRAMS ON ENHANCING THE

CAREER READINESS OF GRADE 12 ACCOUNTANCY, BUSINESS, AND
MANAGEMENT STUDENTS

A Research study

Presented to the

Faculty of the Senior High School

San Ricardo National High School

San Ricardo, Talavera, Nueva Ecija

In Partial of the Requirements

For the Subject

Practical Research 2

Apostol, Jewel, A. Bernardino,

.
Benoza, Krizha Andrei, P.

Mae, R. Chua, Lucky

Dichoso, Roselle, Nazer, B.

S. Malenab, Edrian,

Villora, Jeradine, O.
JENNIFER V.
R. Supena, Paul
AUREADA
Yacat, Denise, F. Jandrei, P
Research Adviser

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December 2024

Approval Sheet

This research paper entitled “Impact of Work Immersion Programs on enhancing the

career readinessof Grade 12 ABM Students”, prepared and submitted by Group 5 of

Grade 12 - Onyx ( Accountancy, Business, and Management Strand), in partial

fulfillment of the requirement for the subject, Practical Research 2 has been

examined,accepted, and approved.

JENNIFER V. AUREADA

Research Adviser

PANEL OF EXAMINERS

Approved by the members of the panel date with final grade of _________________.

Panelist

Panelist

Panelist

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Accepted and approved in partial fulfillment of the requirement in Practical Research 2.

ACKNOWLEDGEMENT

First of all, the researchers would like to thank the Almighty God for His

enduring grace, guidance, and protection that He has bestowed upon us during this

research project.

The researchers would also like to express their sincerest gratitude to their

adviser, Ma’am Jennifer V. Aureada for her continuous support in their research, for her

patience, motivation, and immense knowledge. Her guidance helped them throughout

their research and writing of their thesis.

To their parents, who have continuously supported them financially to accomplish

this study and for their guidance, encouragement and inspiration to them throughout their

lives, a very special thank you for your parental presence and constant guidance to them.

They would also like to thank their fellow classmates and friends for the

stimulating discussion, for the sleepless nights they were working together for deadlines,

and for all the fun they have had.

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DEDICATION

This work is a fruit of countless and arduous sacrifices. Through the researchers’

effort, this work is heartily and proudly dedicated to the people who serve as an

inspiration, gave us strength and continually provide their moral, spiritual, and emotional

support.

To students, for them to get information and to become aware about the different

influence of entrepreneurial activities.

To our parents, who gave us support and enabled us to finish this study.

To our friends, who gave thoughts and ideas about this study.

And above all, to our Almighty God who gave us wisdom, strength, power of

mind, protection, and skills and for giving us a healthy life throughout this study. All of

these, we offer to you.

The Researchers

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TABLE OF CONTENTS

Title Page………………………………………………………………………………

Approval Sheet……………...…………………………………………………………

Acknowledgement……………………………………………………………………..

Dedication…………………………………………………………………………..…

Chapter 1 - Introduction…………………………………………………………….

Background of the Study……………………………………………………………..

Statement of the Problem…………………………………………………………….

Objectives of the Study………………………………………………………………

Theoretical Framework………………………………………………………………

Conceptual Framework………………………………………………………………

Scope and Delimitation………………………………………………………………

Significance of the Study…………………………………………………………….

Definition of Terms…………………………………………………………….…….

Chapter 2 - Review of Related Literature…………………………………………

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Literature Review……………………………………………………………………

Chapter 3 - Methodology……………………………………………………….…..

Research Design ……………………………………………………………………

Research Locale and Sampling Procedure………………………………………….

Determining the Respondents……………………………………………………….

Research Instrument…………………………………………………………………

Data Gathering Procedure …..……………………………………………………..

Data Analysis………………………………………………………………………

Bibliography……………………………………………………………………….

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CHAPTER I

INTRODUCTION

Work immersion programs in senior high school education are essential for

connecting theoretical knowledge with real-world application. These structured initiatives

provide students with practical, hands-on experience in work environments, allowing

them to apply competencies relevant to their academic track. In the Philippines, work

immersion is a required component of the K to 12 curriculum, where students must

complete 80 to 320 hours of immersion to graduate. The main objectives of these

programs are to enhance students' technical skills, foster career readiness, and expose

them to workplace dynamics. By engaging in tasks related to their specialization under

the supervision of industry professionals, students develop a deeper understanding of the

demands of their chosen fields, which ultimately prepares them for future employment

(Work Immersion Program – Philippines – Youth Policy Toolbox, n.d.-b).

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These programs also offer significant benefits in terms of skill development, soft

skills acquisition, and career readiness. Immersion allows students to cultivate essential

workplace skills such as communication, teamwork, problem-solving, and time

management, all of which are crucial for success in the workforce. Furthermore, work

immersion provides students with opportunities to build professional networks by

connecting with industry mentors and potential employers, thereby enhancing their

employability. By transitioning from classroom learning to practical experience, students

gain a better understanding of industry practices and workplace expectations, which

increases their competitiveness in the job market and strengthens their career prospects

(CIIT Philippines School, 2024).

The Accountancy, Business, and Management (ABM) track equips students with

a strong foundation in business principles and prepares them for various career paths in

business-related fields. Core subjects in the ABM curriculum cover fundamental concepts

in areas such as accounting, marketing, finance, entrepreneurship, and business

management. Key courses, including Fundamentals of Accountancy, Business Finance,

and Applied Economics, provide students with the necessary technical skills to

understand financial statements, manage budgets, and develop marketing strategies.

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Additionally, subjects like Business Ethics and Entrepreneurship aim to foster critical

thinking, creativity, and an entrepreneurial mindset. These foundational courses,

combined with hands-on experiences such as feasibility studies and work immersion

programs, ensure that students develop both technical and soft skills that are essential for

their future careers in business (Dih, 2024; Willlee, 2020).

The ABM track not only imparts academic knowledge but also emphasizes the

development of practical skills. Students refine their communication, critical thinking,

and teamwork abilities through collaborative projects and case studies. Moreover,

exposure to real-world business scenarios enables students to better understand industry

trends and workplace dynamics, enhancing their career readiness. Upon graduation,

ABM students are well-positioned to pursue higher education in fields like Business

Administration, Accountancy, or Entrepreneurship, or to enter the workforce directly in

roles such as accountants, financial analysts, or marketing managers. These academic and

career pathways, supported by the skills gained during the ABM track, prepare students

for success in the competitive business environment (Admin, 2024; Dih, 2024).

Background of the Study

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Industry exposure plays a crucial role in shaping career-ready students,

particularly within the Accountancy, Business, and Management (ABM) track, by

equipping them with the knowledge, skills, and professional behaviors necessary to

succeed in the workforce. Career-ready students possess a blend of industry-specific

knowledge, such as an understanding of business regulations and trends, as well as

technical proficiency in specialized software like QuickBooks or Excel, which are vital

for their careers (Popovich, 2024). Through internships, networking events, and work

immersion programs, ABM students gain practical experience that allows them to apply

theoretical knowledge in real-world settings. This exposure not only enhances their

understanding of key business concepts but also helps them develop critical soft skills,

such as communication, problem-solving, and teamwork, which are highly valued by

employers (Answers to: Literature Review About Exploring the Benefits of the ABM

Strand Help in Shaping Future Business Leaders, 2024). These experiences foster

professionalism, adaptability, and leadership potential, traits that are essential for

navigating the dynamic work environment (CDI College, n.d.).

In addition to academic learning, extracurricular experiences further enhance

students' career readiness by offering opportunities to develop interpersonal skills and

build professional networks. Activities such as business club participation or volunteer

work allow students to hone their leadership, collaboration, and time management

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abilities, which are crucial for success in any career. Moreover, these experiences provide

students with valuable networking opportunities that can lead to mentorships and job

offers (Mako Miller, 2024). Integrating academic coursework with experiential learning,

such as internships and industry projects, helps students apply theoretical knowledge in

practical contexts, thereby improving their employability and preparing them for the

challenges of the job market (Wong, 2024). By fostering both academic and

extracurricular development, educational institutions can ensure that students graduate

with a well-rounded skill set and the confidence to thrive in their chosen professions (The

Careers & Enterprise Company, 2023).

The work immersion program plays a pivotal role in enhancing the career

readiness of Grade 12 ABM (Accountancy, Business, and Management) students by

providing practical, real-world experiences that improve their technical and soft skills,

boost their confidence, and increase their employability. Through work immersion,

students acquire job-specific skills by applying theoretical knowledge in actual business

settings, which helps them gain proficiency in industry-standard tools and software . The

program also helps students develop essential workplace competencies such as

communication, teamwork, and time management, skills highly valued by employers but

often underemphasized in traditional classroom environments (Pano, 2021). Moreover,

work immersion enhances students' professional behavior by boosting their confidence

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through exposure to real-world challenges and feedback from industry professionals

(Salvador, 2018c). In addition to skill development, work immersion offers networking

opportunities with industry professionals, providing students with connections that can

lead to job offers or mentorships post-graduation (Exprosearch, 2023). The program also

facilitates career exploration, allowing students to gain insights into different business

roles and refine their career interests (CIIT Philippines, 2024). By bridging the gap

between academic learning and practical application, work immersion prepares students

to navigate workplace dynamics, understand industry standards, and succeed in their

chosen careers (Popovich, 2024).

Statement of the Problem

This study aims to determine the impact of work immersion programs on

enhancing the career readiness of Accountancy, Business, and Management Students.

The study was conducted to Accountancy, Business, and Management strand of Grade 12

students in the Senior High School of San Ricardo National High School during the

School Year 2024 to 2025. The result of the study will serve as a basis for proposing and

enhancing the career readiness outcomes. Specially, this study aims to provide answers to

the following questions:

1. How many socio -_demographic profile of the respondents be described in terms of:

1.1 Age, and

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1.2 Sex?

2. To what extent does the work immersion significantly influence the perceived career

readiness of Grade 12 ABM students, as measured by a standardized career readiness

assessment tool?

3. To what extent does the work immersion program enhance the following career

readiness skills of Grade 12 ABM students, as perceived by themselves and their

supervisors in terms of:

3.1 Professionalism

3.2 Teamwork?

4. Is there a significant relationship between the duration of work immersion and the

perceived level of career readiness among Grade 12 ABM students?

Objectives of the Study

Work immersion will help develop among the learners life and career skills, and

will prepare them to make decisions on post-secondary education or employment.

Through partnership building, DepEd hopes that the Partner Institutions will provide

learners with work immersion opportunities, workplace or hands-on experience, and

additional learning resources. It aims to make the learners:

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1. To describe the socio - demographic profile of the respondents, including their age and

sex, in order to understand the characteristics of the participants in the work immersion

programs.

2. To assess the extent to which the work immersion program significantly influences the

perceived career readiness of Grade 12 ABM students, as measured by a standardized

career readiness assessment tool.

3. To evaluate the impact of the work immersion program on enhancing the following

career readiness skills of Grade 12 ABM students, as perceived by the students

themselves and their supervisors:

3.1 Professionalism: To examine how the work immersion program has

contributed to the development of professional behaviors and attitudes among

students.

3.2 Teamwork: To explore how the program has enhanced students' ability to

work effectively in teams, including their communication and collaboration

skills.

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4.To determine if there is a significant relationship between the duration of the work

immersion program and the perceived level of career readiness among Grade 12 ABM

students, considering how the length of the immersion impacts their preparedness for

future career opportunities.

The findings from this study will provide valuable insights into how work immersion

programs contribute to the career readiness of ABM students, helping to propose

improvements for future programs and better align them with the evolving needs of

students as they transition to the workforce.

Theoretical Framework

This section presents the theories on which this study is anchored in order to

provide concrete bases for understanding how work immersion enhanced the career

readiness of Grade 12 ABM students.

Experiential Learning Theory

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The Experiential Learning Theory by David Kolb is about learning by doing. As

mentioned by McCarthy M. (2016) in her Journal of Business Economics Research the

theory describes the learning process whereby knowledge is created through experience.

Kolb’s theory explains that concrete experience, reflective observation, abstract

conceptualization and active experimentation form a four-stage process (or cycle)

transformed into effective learning.

That being said, Kolb’s learning theory has benefits for students, educators and

employers. It only means that the theory places more emphasis on learning from direct

experience. Work immersion programs provide students with real-life experiences in

business settings, enabling them to apply theoretical knowledge, reflect upon

experiences, and develop practical skills.

Career Development Theory

The Career Development Theory by John Holland emphasizes a view that career

choice and career adjustment represent an extension of a person’s personality.

Additionally, Francis A. (2024) people express themselves, their interests and values,

through their work choices and experience. The theory assigns both people and work

environments to specific categories.

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This theory highlights that individuals will be more successful and satisfied in

careers that align with their interests and abilities. Work immersion for ABM students is

an avenue for career interest exploration, insight into their chosen industries, and the

development of skills for future career paths.

Social Learning Theory

This theory proposed by Albert Bandura suggests that people learn new behaviors

by observing and imitating others. As reviewed by Guy-Evans O. (2024) the theory

emphasizes the importance of observational learning, where individuals acquire

knowledge, skills, attitudes, and beliefs by watching the actions of others and the

consequences that follow, leading to the modeling and adoption of observed behaviors.

As explained to this theory, observation, imitation, and modeling in learning is important.

Through work immersion, students observe and interact with professionals, which

influences their behavior, skill development, and confidence in handling real-world tasks.

Conceptual Framework

INPUT PROCESS OUTPUT

* Work Immersion

Programs The Impact of Work

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Collection of data Immersion Programs
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FIGURE 1. Research Paradigm

FEEDBACK

Figure 1 describes the conceptual framework of the study wherein the input

contains the independent variable, dependent variable, and the respondents of the study.

Moreover, the process to be used requires the survey test questionnaire and google form

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to analyzed and presented in order to formulate solutions and generate answers for the

problems presented. The output therefore, presents the possible outcome of the research.

Scope and Delimitation

The scope of the study is to know the impact of work immersion programs on

enhancing the career readinessof grade 12 ABM students. It was conducted from the First

Quarter to Second Quarter in San Ricardo National High School, San Ricardo, Talavera,

Nueva Ecija. This study focuses on the effect of Work Immersion Programs to the grade

12 ABM students and to determine the impact of it in enhancing their career readiness. In

this quantitative research study, the researchers will use survey questionnaire and google

form in analyzing collected data.

The study is limited to Grade 12 ABM students of San Ricardo National High

School, San Ricardo, Talavera, Nueva Ecija. The study findings may not be generalized

to all Grade 12 students due to the specific strand selection.

Significance of the Study

Students. Grade 12 ABM students will benefit from this study by gaining a clearer

understanding of how work immersion programs contribute to their career readiness.

Specifically, the findings will help students recognize the value of real-world experience

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in enhancing their academic knowledge and skills. As a result, they will be better

equipped to refine their career goals and make informed decisions about their future

paths.

Teachers. Similarly, teachers will benefit from the study's results as they can use them to

improve their teaching methods and better align the curriculum with the skills students

develop during work immersion. By understanding the direct impact of immersion

programs on career readiness, teachers will be able to provide more relevant guidance

and ensure that students are adequately prepared for the professional world.

Parents. In addition, parents will gain a deeper understanding of how work immersion

enhances their children's career prospects and skill development. With this knowledge,

parents will be better positioned to support their children's career choices with greater

confidence. Furthermore, the study may encourage parents to actively engage in their

children's educational journey, reinforcing the importance of real-world experience in

shaping career success.

School. For the school, the findings will serve as a valuable tool in evaluating and

improving its work immersion programs. By assessing how these programs contribute to

career readiness, the school can refine policies and support services to better prepare

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students for the workforce. Consequently, this will contribute to an overall enhancement

of the institution's educational quality.

Future Researchers. Finally, future researchers will benefit from this study as it

provides a solid foundation for further exploration in the field of career readiness and

work immersion. The results can serve as a reference for studies on the long-term effects

of work immersion or its impact on various academic strands. Ultimately, this research

will help improve educational practices and better align them with the needs of the

evolving job market.

Definition of Terms

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Accountancy, Business, and Management (ABM). This refers to the senior high school

track that provides a curriculum that will prepare students for courses related to business,

finance, entrepreneurship, and other related courses in college.

Adaptability. This refers to the student's ability to adapt to challenges, environments,

and responsibilities that are new to them during the work immersions, showing flexibility

and problem- solving skills.

Age. This refers to the age of the respondents in numerical years to present their

demographic profile.

Assess. This refers to the impact in order to determine or quantify work immersion

program on the academic and professional development of students, in line with pre-

established criteria and data from the research.

Development. The refers to the process under which students gain skills, abilities and

have an edge over others and job-readiness after participating in Work Immersion

Programs.

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Enhanced Capabilities. This refers to the improved skills and knowledge of Grade 12

ABM students in communication, critical thinking, problem-solving, and professional

behavior as a result of being engaged in work immersion programs.

Impact. This refers to the observable and measurable effects and benefits that will be

gained by the Grade 12 ABM students from being involved in the work immersion

program towards their enhancement of skills, knowledge, and disposition for future

careers or further studies.

Industry Exposure. This refers to the practical experience and exposure of students

while being immersed in an actual work environment within the business or industry

sector.

Influence. This refers to the measurable impact or effect a work immersion program has

in order for participants to increase their academic achievements in school and be career

and job ready

Knowledge. This refers to the concepts and understanding acquired by students from

their work immersion experience which add to their academic and professional growth.

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Networking Opportunities. This refers to the relationships and connections the students

will have developed with professionals and organizations through work immersion that

can positively affect their career prospects later on.

Preparedness. The refers to the state of being prepared or equipped with sufficient

knowledge, skills, and confidence to make the transition from senior high school to

higher education or the workforce.

Sex. This refers to the biological sex classification of students as either male or female,

based on the demographic data from respondents.

Work Immersion Programs. This refers to the work-based activities for Grade 12 ABM

students, affording them experience and exposure to the fields of accountancy, business,

and management-related courses.

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CHAPTER II

REVIEW OF RELATED LITERATURE

Foreign Literature

CAREER READINESS

Insorio et al., (2023) underscore that work immersion significantly improves

students' awareness, interest, and readiness for their future academic or career pursuits.

Their study revealed that implementing work immersion, even through a blended

modality, led to marked improvements in students' preparedness for college courses.

While their focus was on Humanities and Social Sciences (HUMSS) students, the

findings are relevant to ABM students, as both groups benefit from targeted exposure to

real-world environments that build professionalism and career readiness skills. The

authors’ emphasis on the need for interactive activities and parental involvement suggests

that enhanced immersion design could foster greater career readiness for ABM students

as well.

CAREER DECISION MAKING

On the other hand, Elizarde’s (2020) study further highlights the influence of

work immersion on students’ decision-making regarding career pathways. The research

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demonstrates a significant correlation between students’ experiences during work

immersion and their preferences for specific career routes. The study also identifies key

factors such as attitudes toward work immersion, which directly affect students’

perceptions of their preparedness for professional roles. This connection aligns with the

second research question, as it reflects the development of critical skills like teamwork

and professionalism, vital for ABM students navigating business environments.

READINESS OF ENTERPRISES

Meanwhile, Budomo (2020) provides additional insights by examining the

readiness of enterprises to host work immersion programs. His study finds that many

enterprises are equipped to support the immersion needs of senior high school students,

which ensures that these programs offer meaningful experiences aligned with

professional standards. By providing opportunities for students to engage in industry-

specific tasks, enterprises facilitate the development of practical skills and confidence,

contributing to enhanced career readiness. This readiness is particularly pertinent to ABM

students, whose curriculum aligns closely with real-world business practices.

WORK IMMERSION

Additonally, the study by Macalintal and De Chavez (2020) emphasizes that work

immersion significantly influences students' career readiness by developing key

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workplace skills such as punctuality, interpersonal relationships, and safety awareness.

While some gaps in productivity and efficiency were identified, the program was found

to positively impact students’ preparedness for professional environments. Similarly,

Ador et al. (2023) revealed that students found their immersion experiences

transformative, allowing them to better understand workplace dynamics, enhance their

skills, and prepare for their future careers. These findings align with study's aim to

determine how work immersion influences perceived career readiness, as assessed

through standardized tools.

PROFESSIONALISM AND TEAMWORK

The literature also supports the claim that work immersion programs enhance

specific career readiness skills, such as professionalism and teamwork. Macalintal and De

Chavez (2020) observed that students showed strengths in punctuality and interpersonal

relationships, foundational elements of professionalism. However, challenges such as

adapting to superiors’ expectations and handling tedious tasks highlighted the need for

work immersion to further develop resilience and workplace adaptability. Ador et al.

(2023) added that immersion helped students gain a deeper understanding of workplace

culture and norms, significantly contributing to their professional development.

Furthermore, teamwork was fostered as students interacted and collaborated with

coworkers, allowing them to develop confidence and strengthen interpersonal skills.

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These findings reinforce the importance of work immersion in enhancing professionalism

and teamwork, as outlined in your study.

IMMERSION DURATION

Lastly, while neither study directly explores the relationship between immersion

duration and career readiness, their findings indirectly support its investigation.

Macalintal and De Chavez (2020) highlighted that overcoming workplace challenges,

such as tedious tasks and coworker interactions, may require extended immersion periods

for students to adapt fully and refine their skills. Similarly, Ador et al. (2023) noted that

meaningful immersion experiences aligned with students’ career interests allowed them

to better prepare for future roles, suggesting that longer exposure could deepen their

readiness. These insights validate the study focus on examining the connection between

immersion duration and career readiness.

Fndings from both studies provide strong evidence that work immersion programs

play a vital role in enhancing the career readiness of senior high school students. By

offering real-world exposure, these programs help students develop professionalism,

teamwork, and adaptability, while also addressing gaps in efficiency and productivity.

The literature underscores the importance of structured and meaningful immersion

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experiences, aligning with the objectives and highlighting the critical impact of work

immersion on career preparedness.

In summary, the literature establishes that work immersion programs are

instrumental in enhancing the career readiness of senior high school students, including

those in the ABM strand. These programs build critical skills such as professionalism and

teamwork while positively influencing students' perceptions of their career paths. The

findings also suggest that the duration and quality of immersion activities are crucial in

determining the extent of their impact, supporting the hypothesis that these programs

significantly prepare ABM students for future professional endeavors.

Local Literature

STUDENTS READINESS

According to St. Dominic College of Asia (2023), this study aimed to assess the

readiness of senior high school Grade 12 accountancy, business, and management (ABM)

students to take accounting degrees in college. The researchers aspired to determine the

relationship between the Grade 12 ABM students' skills and their readiness to take an

accounting degree. This study also paved the way for providing insights, specific

guidelines, and information to senior high schools to improve their management

concerning students' readiness for college and develop a proposed action plan to assist

them in preparing for an accounting program in college.

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PREPARING STUDENTS FOR TERTIARY EDUCATION

Secondary education plays a crucial role in preparing students for tertiary

education by laying the foundation for their chosen course of study. Given the

significance of education in this process, schools must focus on various aspects to

enhance students' knowledge and skills, helping them successfully navigate their

educational journey both before and during college. College readiness is essential for

students as it provides them with a head start, making them more aware of their academic

and personal growth. It equips them with the tools needed to thrive in college

environments. Specifically, the development of core competencies in areas like science,

math, writing, and reading is vital for college-bound students. The concept of college

preparedness dates back to the late nineteenth century (Almeida, 2015). Modern

strategies for preparing students for college emphasize not only foundational academic

content but also learning techniques and the development of both cognitive and non-

cognitive skills (Duncheon, 2015).

IMPROVEMENT OF SKILLS

According to Salvador (2018) found that each student's unique skills and

attributes had been enhanced by the job immersion program. Who participated in the

program for employment exposure. Skills such as time management and interaction with

others. Perhaps, most importantly, the discipline that the pupils acquired while they

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pursued this subject. Additionally, he recommended that this program is a great way for

them to get ready for whatever they do after high school because they can communicate

with others in spite of the our society's diversity

IMPORTANCE OF WORK IMMERSION

Through Work Immersion (WI), Senior High School students are given the

opportunity to experience the workplace, simulate employment, and apply their

knowledge of specialized/applied fields in authentic work settings. Its implementation

needs to be flexible enough to meet the needs of partner organizations, schools, and

students as well as the nation's complicated structure. It prepares students for the real

world by teaching them how to operate in a company and eventually succeed in a certain

vocation. The school must ensure that its pupils gain a variety of skills that will prepare

them for the workforce as future professionals. Teachers can instruct their pupils on how

to achieve these goals by allowing them to collaborate and take part in the process.

IMPACT OF WORK IMMERSION

According to Ador et al. (2023) Results demonstrated that involvement in the

Work Immersion, students who participated in the immersion program were able to learn

and improve their skills of teamwork, dialogue, attendance and timeliness, output, and

resilience, initiative and proactive behavior, decision-making and

judgment,dependability,

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professionalism, and attitude . But according to the results of another study, even if the

pupils did acquire a lot of abilities, yet negative consequences persisted. Social exchanges

and Among the things the students learned from the real experience was how to

strengthen their skills. immersion in the workplace. But each student faced challenges

such as handling his money, time, and the journey home from their place of employment

Salvador (2018).

In summary, the literature establishes that Work immersion programs are essential

in preparing Grade 12 Accountancy, Business, and Management (ABM) students for

college and their future careers by giving them practical workplace experience. These

programs help students apply their academic skills in real-world settings, making them

more ready for higher education and specific career paths. Work immersion improves

important skills like teamwork, professionalism, and time management, while also

fostering discipline and confidence. Students gain hands-on experience, improve

problem-solving abilities, and clarify their career goals. These programs also offer

valuable opportunities for networking and help students develop resilience and

adaptability. Despite some challenges like logistical issues and safety concerns, work

immersion plays a significant role in bridging the gap between classroom learning and

real-world work, ensuring students are better prepared for their careers.

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Synthesis

Work immersion has recently become an integral part of education,

especially for Grade 12 students in the ABM strand. The program fills in the gap between

mere theoretical knowledge and its practical application to help students acquire critical

skills in their future careers. According to Robinson (2018), work immersion develops

students' communication, problem-solving, and teamwork skills by being exposed to

policies and practices within a workplace. This exposure allows students to apply

classroom knowledge in real-world settings, improving their understanding of various

industries and helping them refine their career goals. Locally, these programs are seen as

transformative, providing students with opportunities to engage with professionals and

understand the dynamics of a professional environment (Salvador, 2018). Work

immersion is one of the best ways of industry exposure and provides great networking

opportunities among the students.

That being said, interacting with the professionals help students gain not only

valuable insights pertaining to their fields of choice but also connect with others who

could determine the directions their careers might take in life. Work immersion also

ensures adaptability and resilience of the students while working through the real life

challenges. These experiences prepare students for professional life as they develop

confidence and are able to solve problems independently in dynamic work environments.

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Despite these advantages, there are many challenges in the implementation of such work

immersion programs. Particularly, logistical issues, or the adequacy of the 80-hour

immersion standard, usually constrain the effectiveness of the program itself.

The critical issue here is the concern for safety, where set guidelines ensure

students are safe from hazardous working conditions. This therefore, indicates that

challenges do exist in school-partner institution cooperation, mainly in the provision of

relevant, guided experiences to the students that are applicable to their academic and

career objectives. Work immersion programs are generally very important in the life of

ABM students, as they make a significant difference in the students' academic

performances, career openings, and skill development. These programs prepare students

for the workforce by combining theoretical learning with practical experiences and

fostering personal and professional development.

Solving the logistics and safety challenges in the implementation and solidifying the link

between industry and academia will contribute to better delivery of such programs for the

students to be equipped to meet the challenges of the modern working world.

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CHAPTER III

METHODOLOGY

This chapter discusses the components used in the study, which includes;

The operational definition of terms, research design, research location, sampling

techniques, research instrument, data collection methods, and data analysis.

Research Design

This study used a descriptive research design that aims to obtain

information to systematically describe a situation, population, or phenomenon. In using

this research design, the researcher sought the impact of work immersion programs on

enhancing the career readiness of grade 12 ABM students.

Research Locale and Sampling Procedure

This research was conducted at San Ricardo National High School located

in San Ricardo, Talavera, Nueva Ecija. It is one of the high school in Talavera South

Annex of the Schools Division of Nueva Ecija. The school was selected for the

evaluation of the impact of work immersion programs on enhancing the career readiness

of grade 12 Accountancy, Business, and Management students. The study was conducted

in the second semester of the school year 2024-2025.

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SAN RICARDO NATIONAL HIGH SCHOOL

Figure 1. Research Locale

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Respondents

The respondents of the study were 90 grade 12 learners of Accountancy,

Business, and Management strand from San Ricardo National High School. The

respondents are all from all section of grade 12 Accountancy, Business, and Management

students of San Ricardo National High School. The respondents were also selected using

Stratified Probability Sampling.

Table 1. Population Size and No. of Respondents

SECTIONS NO. OF ENROLLEES NO. OF RESPONDENTS

ALEXANDRITE 45 45

ONYX 45 45

TOTAL 90 90

Table 1. Sample Size

Research Instrument

The main instrument in this study is a test questionnaire prepared by the

researchers that will be answered through online survey questionnaire. This questionnaire

was designed to help the researchers in gathering data for our research entitled Impact of

Work Immersion Programs on enhancing the career readiness of Grade 12 ABM

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Students. A checklist was designed to draw important data and information about the

students.

The questionnaire has four (4) parts:

Part I. This part contains the profile of respondents such as age and sex.

Part II. This part aims how much the work immersion program has helped students feel

ready for their careers. It uses a career readiness tool to measure if the program has made

them more prepared for the workforce.

Part III. This part aims to looks at whether the work immersion program has helped

students improve important skills like professionalism and teamwork. It gathers opinions

from both the students and their supervisors to see how much these skills have developed.

Part IV. This part aims investigates if the length of the work immersion program affects

how ready students feel for their careers. It helps to understand whether spending more

time in the program makes students more career-ready.

Data Gathering Procedure

The respondents will be given the questionnaire at their free time by the

researchers, and they will respond using google sheet or google form. After the survey

was completed, the researchers retrieved the survey the survey forms and respondents’

responses and reviewed the data.

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Data Analysis

The data will be gathered through survey questionnaires by the researchers. To

analyze, assess, and interpret the acquired data, following statistical tools will be

employed.

Statistical Treatment of Data

The data gathered were analyzed using the frequency distribution, percentage and

weighted means.

Frequency. It is used to summarize the respondents’ demographic profile

Percentage. It is used to estimate the quantity of the respondents who fit the

demographic profile of the total sample size.

To find out the frequency results, the researchers used the Percentage Analysis by using

the following formula:

Percentage Analysis Formula:

F
P=
n ×100

Where,

P = Percentage

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F = Frequency

n = Number of Respondents

100 = Constant Number

Weighted Mean. It is used to compute the total average response of the

respondents.

Weighted Mean Formula:

TWF
WM=
n

Where,

WM = Weighted Mean

TWF = Total Weight Frequency

N = Total Number of Respondents

This questionnaire was form of Likert Scale which provides the respondents these four

are the following responses:

SCALE MEAN DESCRIPTION

4 3.01 - 4.00 STRONGLY AGREE

3 2.01 - 3.00 AGREE

2 1.01 - 2.00 DISAGREE

1 0.01 - 1.00 STRONGLY DISAGREE

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BIBLIOGRAPHY

https://www.researchgate.net/publication/
372901545_Exploring_the_Work_Immersion_Experiences_of_Grade_12_STEM_Studen
ts_in_a_Local_Science_Integrated_High_School_A_Narrative_Research

Alcobendas, Jestoni R. "Profile and Work Immersion Performance of Accountancy,

Business, and Man-agement (ABM) Students of Selected Implementing Schools in Subic
District, Zambales, Philippines." International Journal of Multidisciplinary: Applied
Business and Education Research, vol. 3, no. 4, 2022, doi:10.11594/ijmaber.03.04.05.

Salvador, J. P. (2020, January 21). The impact of the work immersion program to the
grade 12 students of John J Russell Memorial high school. Academia.edu.
https://www.academia.edu/41691047/The_Impact_of_the_Work_Immersi
on_Program_to_the_Grade_12_Students_of_John_J_Russell_Memorial_High
_School

Alcobendas, J. R. (2022). Profile and work immersion performance of

accountancy, business, and management (ABM) students of selected
implementing schools in Subic District, Zambales, Philippines. International
Journal of Multidisciplinary: Applied Business and Education Research, 3(4), 528–
537. https://doi.org/10.11594/ijmaber.03.04.05
538.
Amper, E. C. (2022). Exploring the experiences of senior high school students on
business simulation in the new normal: Basis for a proposed intervention
program. International Journal of Multidisciplinary: Applied Business and
Education Research, 3(2), 180–203. https://doi.org/10.11594/ijmaber.03.02.06

Atienza, J., & Herrera, A. (2020). Employment readiness among senior high
school graduating students in Monkayo: An assessment. EPRA International
Journal of Multidisciplinary Research (IJMR), 6 (9), 329-332.
https://doi.org/10.36713/epra201

Bayona, M. M., & Campanano, R. (2019). The effects of agri-business immersion

to chosen career of senior high students of Halang Banaybanay National High
School. Ascendens Asia Journal of Multidisciplinary Research Abstracts, 3(2).

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San Ricardo, Talavera, Nueva Ecija 3114
https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/9346

Besa, A., Borling, K., Lozarito, N., Lagdamen, Q. B., & Fegarido, J. (2022).
Implementation of work immersion and its effects on the social development
of senior high school graduates. Indonesian Journal of Educational Research and
Technology.
https://ejournal.upi.edu/index.php/IJERT/article/download/50086/2000
0

Department of Education. (2017, June 5). Department of Education Order No. 30 s.

2017 guidelines for Work Immersion. GOV.PH.
https://www.deped.gov.ph/wp-
content/uploads/2017/06/DO_s2017_030.pdf

Department of Education. (2022). DepEd pushes physical work immersion for SHS in
progressive expansion of face to face classes. GOV.PH.
https://www.deped.gov.ph/2022/04/27/deped-pushes-physical-work-
immersion-for-shs-in-progressive-expansion-of-face-to-face-classes/

Estacio, M. (2015, September 2). All set for K to 12 implementation. Department of

Education. GOV.PH. https://www.deped.gov.ph/2015/09/02/all-set-for-k-
to-12-implementation/#:~:text=K

Faizin, A. (2020). Narrative research: A research design. Jurnal Disastri: Pendidikan

Bahasa Dan Sastra Indonesia, 2(3), 142-148.
https://doi.org/10.33752/disastri.v2i3.1139

Matabang, H. B., & Quimsom, L. L. (2019). View of work immersion performance

of grade 12 TVL students in the district of Bani, Pangasinan. PSU
Multidisciplinary Research Journal, 2(1), 16-27.
https://www.psurj.org/online/index.php/mrj/article/view/127/91

Francis A. (2024). John Holland’s Theory of Career Choice.

https://www.mbaknol.com/human-resource-management/john-hollands-theory-of-
career-choice/

Guy-Evans O. (2024). Albert Bandura’s Social Learning Theory.

https://www.simplypsychology.org/bandura.html

McCarthy M. (2016). Experiential Learning Theory: From Theory to Practice.

https://www.researchgate.net/publication/265678970_Experiential_Learning_Theory_Fro
m_Theory_To_Practice

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Hayes, A. (2022). How Stratified Random Sampling Works, with Examples.
https://www.investopedia.com/terms/stratified_random_sampling.asp

APPENDICES

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Appendix A - Letter Request asking permission to conduct the study

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Appendix B - Questionnaire

Title of Research: The Impact of Work Immersion Programs to Enhanced the

Capabilities of Grade 12 Accountancy, Business, and Management Students

Name of the leader: Jewel A. Apostol

Name of Members: Krizha Mae R. Benoza, Roselle S. Dichoso, Jeradine R. Villora,

Denise F. Yacat, Andrei P. Bernardino, Lucky Nazer B. Chua, Edrian O. Malenab,
Paul Jandrei P. Supena

A. PURPOSE AND BACKGROUND

We are Grade 12 ABM students of San Ricardo National High School and we are
presently conducting a research study entitled “The Impact of Work Immersion Programs
to Enhanced the Capabilities of Grade 12 Accountancy, Business, and Management
Students”. The purpose of your participating in this research study is to evaluate the
impact of work immersion programs in enhancing the capabilities of the learners. This is
also to identify if Work Immersion Programs is useful to develop the skills of the
students.

A. PROCEDURES

If you agree to participate in this research study, the following will occur: the
researchers will use your information for the research purposes. You will be asked to
answer a questionnaire thru google form.

B. RISKS

If ever you will feel embarrassed and uncomfortable in answering or participating

with the Research, you have the right to withdraw from the study and the researchers will
respect your withdrawal from this endeavor.

C. CONFIDENTIALITY

The record from this study will be kept as confidential as possible. No individual
identities will be used in any reports or publications resulting from the study. Research
information will be kept in locked files/restricted access at all time. Only the researchers
will have access to the files and only those with essential need to see names or other
identifying information will opt to destroy the data once the result is published.

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Part I:

This part aims to know your personal information. Kindly check and supply the needed
information below. All data that will be used in this study will remained confidential.

Name(optional):__________________

Age:

Sex:

Section:

Part II: Please indicate your level of agreement with the following statements regarding
the work immersion program by putting a check (/) on the columns using these scales:

SCALES:

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

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ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

1. I feel more
prepared for my
future career after
participating in
the work
immersion
program.

2. The work
immersion
program has
improved my
understanding of
the skills required
in my chosen
career.

3. The work
immersion
program helped
me identify my
strengths and
weaknesses related
to my career goals.

4. I am confident
that the experience
from the work
immersion will
help me succeed in
my career

5. The work
immersion
program has made
me more
motivated to
pursue my career
goals after
graduation. 47
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Part III. Please indicate your level of agreement with the following statements regarding
the work immersion program by putting a check (/) on the columns using these scales:

SCALES:

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

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ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

1. Ihave learned how to

present myself
professionally in the
workplace.

2. Inow understand the

importance of punctuality
and meeting deadlines in a
professional setting

3. The work immersion

program has taught me
how to maintain a
positive attitude in the
workplace.

4. The student has

demonstrated
professionalism in terms of
dress code, behavior, and
communication.

5. The student is punctual

and meets deadlines in the
workplace.

6. The student has

demonstrated a positive
attitude and work ethic
during their work
immersion

7. I have learned to
collaborate effectively with
others in the workplace.

8. The work immersion

program has helped me
understand the importance
49
of clear communication in
teamwork.
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Part IV:Please indicate your level of agreement with the following statements regarding
the work immersion program by putting a check (/) on the columns using these scales:

SCALES:

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

ITEMS STRONGLY AGREE DISAGREE STRONGLY

AGREE DISAGREE

1. The length of my
work immersion
program has
contributed positively
to my career readiness.

2. I
feel that longer work
immersion duration
would have further
improved my career
readiness.

3. The skills I have

gained from work
immersion are directly
related to the time I
spent in the program.

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