The Influence of Work Immersion Program on Improving the Knowledge and Skills of the

Grade 12 Learners of Javier National High School

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A Research Paper

Presented to Senior High School, Javier National High School

Javier, Leyte

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In Partial Fulfillment of the Requirements for the Course

3IS - Inquiries, Investigations, and Immersion

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By:

Deguito, Earl Keneth

Almedilla, Althea Mae
Balaba, Elvy
Boctoracion, Aira
Cerna, Kathlean
Deloria, Chrislynne Joy
Destrajo, Zyren Jane
Gandolfos, Angelica Venus
Lucelo, Mehlody
Robedillo, Katerine

Feb 2024
 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Work Immersion is a component of the Senior High School (SHS) Curriculum that provides
students in Grade 12 with 80 hours of practical experience or simulated work scenarios. The
purpose is to expose them to real workplace settings and enhance the competencies taught in
school. The Department of Education Order No. 30 s. 2017 emphasizes the development of
competencies, work ethics, and values relevant to further education and the workforce. Work
immersion is a required subject in the curriculum to align with the nation's development goals
and basic education.

According to Magno (2018), work immersion enables students to become competent in their
chosen fields and acquire the skills and knowledge needed to contribute to the economic
needs of the Philippines, particularly in the manpower sector. The implementation of work
immersion depends on the learners' purposes and needs.

Moreover, the Trade Congress of the Philippines defines work immersion as an experience
conducted outside the school campus in a "Workplace Immersion Venue" (2015). This Venue
refers to the place where work immersion is conducted. It is the location where students
engage in real-world work experiences to gain practical knowledge and skills related to their
chosen field of study. The Workplace Immersion Venue should comply with safety
regulations, provide appropriate learning environments, and have the necessary facilities and
equipment for the students' learning needs. Examples of these venues include offices,
factories, shops, and project sites.

During work immersion, students learn work ethics, workplace safety, rights and
responsibilities, conflict resolution skills, and prepare for future employment. YKS (2018)
highlights the benefits of work immersion, especially in the same or related companies.
Students are guided by experts to become future professionals and are not expected to
produce the same level of work as regular employees.

Education institutions are expected to prepare students for employment or professional

practice. For example, a study on the employability skills of business students recommended
educational practices that enhance critical thinking, problem-solving, information
management, group leadership, motivation, and project development and implementation
skills.
This research aims to explore the impact of work immersion on enhancing the Grade 12
learners knowledge and skills, helping them identify their preferred college courses and
choose the best fit based on their acquired knowledge and skills.

Statement of the Problem

This study aims to know the influence of work immersion to selected Grade 12 students when
it comes to their knowledge and skills. Specifically, it seeks to answer the following
questions:

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

1.1 Strand;
1.2 Sex:
1.3 Course preference in college; and
1.4 Department/Offices under you take a work immersion?

2. What is the influence of work immersion on of selected Grade 12 students in terms of:
2.1 Knowledge; and
2.2 Skills?

Conceptual Framework

INPUT PROCESS OUTPUT

•What is the demographic profile Surveying Grade 12 As a result, the researchers

of the respondents in terms of: students to assess whether will create an infographic
- Strand work immersion enhances as the research output,
- Sex: summarizing the findings
their knowledge and skills,
- Course preference in college; of the study.
predicting the impact of
and work immersion on Grade
- Department/Offices under you 12 students, and analyzing
take a work immersion? the collected data.

•What is the influence of work

immersion on of selected Grade
12 students in terms of:
- Knowledge; and
- Skills?
Figure 1.Illustrates the input-process-output model for the Influence of Work Immersion on
Enhancing the Knowledge and Skills of Selected Grade 12 Students of Javier National High
School.

Significance of the Study

The results of this study will be beneficial to the following:

To the learners, the study will provide insights on how students can enhance their knowledge
and skills through work immersion, empowering them to make informed decisions about
their future educational and career endeavours.

To the teachers, the study's findings will help teachers better support and guide immersion
learners, allowing them to tailor their instructional strategies and provide targeted support for
enhanced learning outcomes.

To the school, the study will provide valuable information for the school administration to
assess the effectiveness of their work immersion program, identify areas for improvement,
and ensure that learners receive the best possible educational experience.

To the present researchers, the study's outcomes will contribute to the researchers'
understanding of the impact of work immersion on enhancing students' knowledge and skills,
furthering their own knowledge and potentially inspiring new avenues of research.

To the future researchers, the study will serve as a foundation for future research, providing
a basis for further exploration and investigation into the influence of work immersion
programs on knowledge and skills development. It opens up new opportunities for future
studies and contributes to the collective knowledge in the field.

Scope and Delimitation

This research aims to investigate the influence of the work immersion program on the
knowledge and skills development of senior high school students at Javier National High
School. The study will specifically focus on the academic knowledge and practical skills
gained by the students through their participation in the work immersion program. It will
assess the students' perception of the effectiveness of the program in improving their
knowledge and skills. The research will be conducted solely among Grade-12 learners of
Javier National High School, limiting the generalizability of the findings to other schools or
regions. The study will rely on self-reported data from the students, which may be subject to
bias or inaccuracies. Furthermore, the research will not compare the work immersion
program with other types of experiential learning programs but will solely focus on its
influence on the knowledge and skills of the students.
Disclaimer:
The time frame of the study is from February 2024 until March 2024. This research paper is
solely intended for academic purposes and should not be construed as an official endorsement
or evaluation of the Work Immersion Program by Javier National High School or any other
educational institution. The findings and conclusions presented in this paper are derived from
the data collected from a specific group of participants and may not be applicable to other
contexts or populations.

Definition of Terms

For the clarity of the study, the following terms are defined either conceptually or
operationally.

Course

Conceptual Definition: A course refers to a specific subject or area of study within an

educational program or curriculum.
Operational Definition: In the context of the Senior High School Curriculum, a course refers
to a specific subject or set of subjects that students undertake as part of their chosen strand,
providing them with knowledge and skills in a particular field of study.
(Source: The Impact of the Work Immersion Program to the Grade 12 Students of John J.
Russell Memorial High School, link)

Department

Conceptual Definition: The department refers to the government agency responsible for the
administration and implementation of education policies and programs.
Operational Definition: In the context of the Philippines, the Department refers to the
Department of Education (DepEd), which is the primary government agency responsible for
the country's basic education system, including the K-12 Basic Education Program.
(Source: Work Immersion | Department of Education, link)

Infographic

Conceptual Definition: An infographic refers to a visual representation of information or

data, using graphics, charts, and text to present complex concepts in a concise and visually
appealing manner.
Operational Definition: An infographic is a graphical representation that combines images,
icons, charts, and text to convey information or data in a visually engaging and easily
understandable format, facilitating the communication of complex ideas.
(Source: No specific source provided in the search results)
K-12 Basic Education Program

Conceptual Definition: The K-12 Basic Education Program refers to the comprehensive
educational reform implemented in the Philippines, which extends the basic education cycle
from ten to twelve years.
Operational Definition: The K-12 Basic Education Program is a curriculum framework that
includes Kindergarten, six years of elementary education, four years of junior high school,
and two years of senior high school. It aims to provide learners with a holistic and quality
education that prepares them for higher education, employment, or entrepreneurship.
(Source: K-12 BASIC EDUCATION CURRICULUM SENIOR HIGH SCHOOL, link)

Strand

Conceptual Definition: A strand refers to a specialized track or field of study within the
Senior High School Curriculum, focusing on specific disciplines or career pathways.
Operational Definition: In the Senior High School Curriculum, a strand refers to a specific set
of subjects and competencies that students choose to specialize in, based on their interests
and career goals. Strands include Academic, Technical-Vocational-Livelihood, and Sports
tracks.
(Source: The Impact of the Work Immersion Program to the Grade 12 Students of John J.
Russell Memorial High School, link)

Work Immersion

Conceptual Definition: Work immersion refers to a course requirement in the Senior High
School Curriculum, where students gain hands-on experience or work simulation in an
industry directly related to their postsecondary goals.
Operational Definition: Work immersion is a subject in the Senior High School Curriculum
that provides learners with the opportunity to apply their competencies and acquired
knowledge in a real-world work setting, relevant to their chosen track.
(Source: DepEd Guidelines for Senior High School Work Immersion, link)
 CHAPTER 2

REVIEW RELATED LITERATURE AND STUDIES

In this chapter, we will extensively explore the existing literature and studies related to the
influence of work immersion programs on improving the skills and knowledge of senior high
school students. Work Immersion programs have become an integral part of the education
system, aiming to provide students with practical experiences and prepare them for the
challenges of the real world. This chapter aims to provide a comprehensive understanding of
the impact and effectiveness of Work Immersion programs in enhancing knowledge and
overall skills of Grade 12 learners..

This chapter provides an in-depth exploration of the influence of Work Immersion programs
on Grade 12 learners, covering their definition, purpose, benefits, implementation, student
experiences, and recommendations for enhancement. It draws on various studies and
literature to offer insights into the effectiveness and significance of Work Immersion in
shaping the skills and knowledge of learners for their future careers.

Work Immersion Programs

Work Immersion programs have become an integral part of the education system, aiming to
provide learners with practical experiences and prepare them for the challenges of the real
world. The Work Immersion programs have gained prominence in the educational landscape
as essential components of senior high school curricula. These programs aim to bridge the
gap between classroom learning and real-world application by providing students with hands-
on experiences in professional environments. The integration of work immersion into the
educational framework reflects a shift towards experiential learning approaches that prioritize
practical skill development and career readiness (Garganta & Orate, 2020). Hence, Work
Immersion programs play a pivotal role in education, enabling students to apply classroom
knowledge in real-world settings. They offer hands-on experiences, fostering practical skill
development and career readiness. These programs serve as a bridge between academic
learning and professional environments, reflecting the shift towards experiential learning.
They are key to preparing students for future careers and the realities of the professional
world.

In the Philippines, the Work Immersion program in the K-12 curriculum has become an
essential component of the Senior High School (SHS) education system, providing learners
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. 2017 at 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.

Contained in the enclosure of DepEd Order No. 30, series of 2017 released on June 5, the
guidelines specify that the said Work Immersion will enable students to become familiar with
the workplace, experience workplace simulation and apply their competencies in areas of
specialization. The said Work Immersion activity can range from 80 to 320 hours. DepEd
hopes that partner institutions will provide learners with Work Immersion opportunities,
workplace or hands-on experience, and additional learning resources through partnership
building. The schools may partner with recognized institutions or organizations to come up
with agreements on Work Immersion for students and because the students are still minors,
Work Immersion requires parental consent. Because the safety of learners is primary to
DepEd, the department shall ensure that all schools and venues for learning are conducive to
the education and safety of the learners.

This endeavour is in collaboration with its partners and stakeholders found near where the
schools are located. The guidelines further provide that the maximum number of hours spent
in the Work Immersion venue is 40 hours per week and no more than eight hours per day as
provided by law. So as not to exploit the students who are still minors, DepEd stressed that
Work Immersion should not be reduced as a mere recruitment tool for a partner institution,
saying that the students should also gain skills that will enable them to qualify for other job
options. Consequently, the schools and students should not be asked to pay the senior high
school partner institution for any Work Immersion activity conducted. The guidelines added
that fees for this program must only be set after consultation with parents. This Corner hopes
that these guidelines will serve its purpose of providing the students, parents and the
stakeholders a document to refer that will govern the Work Immersion and a piece of paper
that will realized the full potential of our SHS graduates towards creating a climate of owning
and doing a responsibility.

The concept of "immersion" within the K-12 curriculum is defined in the Department of
Education (DepEd) Order No. 40, series of 2015. In this context, "Work Immersion" refers to
a specific component of the Senior High School (SHS) Curriculum. It involves a duration of
80 hours where students in Grades 11 and 12 are given the opportunity to engage in hands-on
experiences or simulations that replicate real work settings as stated by the Trade Congress of
the Philippines (2015). The primary objective of this immersion is to provide students with
exposure to authentic workplace environments and to enhance the competencies they have
acquired in school. Throughout the immersion period, the School Head and designated
personnel from the partnering organization will oversee and guide the students.
Definition and Purpose of Work Immersion

Work Immersion is a vital component of the Senior High School (SHS) Curriculum,
providing hands-on experiences and work simulations to expose students to real workplace
settings. It aims to enhance their competencies, develop essential skills, and prepare them for
future education or employment.

Work Immersion, as defined by the Department of Education (DepEd), entails hands-on

experiences or work simulations that expose senior high school learners to real workplace
settings. It serves as a vital component of the K-12 Curriculum, designed to enrich students'
competencies and prepare them for postsecondary education or employment. DepEd
guidelines emphasize the multifaceted nature of Work Immersion, which aims to develop life
and career skills while providing practical industrial exposure. These experiences serve
multiple purposes, including familiarizing students with professional environments,
cultivating essential employability skills, and facilitating career exploration (Balatbat &
Canapi, 2019). The primary objective of Work Immersion is to equip students with practical
knowledge, industry-relevant competencies, and work ethics essential for success in their
future endeavors. And the purpose of this program extends beyond academic knowledge,
emphasizing the cultivation of critical thinking, problem-solving, and decision-making
abilities essential for success in the workforce.

According to Trade Congress of the Philippines (2015) the word "immersion" as it applies to
the K-12 curriculum is defined in the Department of Education (DepEd) Order No. 40, series
of 2015:

"Work Immersion refers to the part of the Senior High School (SHS) Curriculum
consisting of 80 hours of hands-on experience or work simulation which the Grades 11 and
12 learners will undergo to expose them to the actual workplace setting and to enrich the
competencies provided by the school under the supervision of the School Head and the
designated personnel of the Partner." Immersion is done outside the school campus in a
"Workplace Im mersion Venue”, defined as "the place where Work Immersion of learners is
done. Examples of Work Immersion venues include offices, factories, shops and project
sites.” Work Immersion is a crucial component of the Senior High School (SHS) Curriculum,
involving 80 hours of hands-on experience or simulated work. It aims to expose Grades 11
and 12 students to real workplace environments and enhance the skills they acquire in school.
Under the guidance of the School Head and designated personnel from partner organizations,
students engage in work immersion activities at various venues, including offices, factories,
shops, and project sites, outside the school campus.

What could lead to confusion is that the word "immersion" actually has two meanings in K-
12. The first meaning refers to a required SHS subject in the curriculum. The second meaning
refers not to a subject but to a preferred mode of delivery of Tech-Voc subjects. Let us take
the first meaning - immersion as a subject in the curriculum. In the Curriculum Guides posted
on the DepEd website, the word "immersion" occurs in the Specialized Subjects of the tracks
(Academic, Technical-Vocational-Livelihood or TVL, Sports, and Arts and Design).

Immersion is only one of four options under "Work Immersion / Research / Career Advocacy
/ Culminating Activity." (WRCC) In the Academic Track, WRCC is the ninth required
specialized subject in the Accountancy, Business and Management (ABM), Humanities and
Social Sciences (HUMSS), and Science, Technology, Engineering, and Mathematics (STEM)
strands. WRCC is not listed in the General Academic Strand (GAS), but since two Electives
may be taken from the other strands, it may be required also by particular schools. WRCC is
a required specialized subject in the Sports Track. In this particular track, the phrase
"Apprenticeship (off-campus)" is added as an example of a WRCC. The use of this phrase is
unfortunate, because the word "apprenticeship" has a legal meaning in RA 18 26 (National
Apprenticeship Act of 1957). Legally, an apprentice is a worker of at least 16 years of age
who is covered by a written apprenticeship agreement with an employer, an association of
employers, an organization of workers, or an apprenticeship committee registered with the
Apprenticeship Division, which contract provides for not less than two thousand hours of
reasonably continuous employment for such worker and for his participation in an approved
schedule of work experience through employment and supplemented by related classroom
instruction. No person shall work or be engaged as apprentice unless he is at least sixteen
years of age, has completed the high school course or such course or courses as the Secretary
of Labor may prescribe.”

In summary, Work Immersion plays a pivotal role in equipping students with practical
experience and essential skills for their future endeavors. By immersing themselves in real
workplace settings, students gain valuable knowledge, competencies, and work ethics that
prepare them for success in their chosen fields. Work Immersion is a crucial component of
the Senior High School (SHS) Curriculum, ensuring students' readiness for the challenges
and opportunities that await them in their academic and professional pursuits.

Benefits of Work Immersion on Knowledge and Skills Development

Work Immersion programs offer valuable opportunities for students to develop their
knowledge and skills through practical experiences in real workplace settings. These
programs bridge the gap between academia and industry, equipping students with the
competencies necessary for success in their future careers.

Successful implementation of Work Immersion programs requires careful planning,

collaboration, and evaluation. Factors contributing to effective program implementation
include robust industry partnerships, comprehensive guidelines, and adequate resources.
Despite the potential benefits, challenges such as logistical constraints and varying program
effectiveness may arise. Research by Trade Congress of the Philippines (2015) highlights the
importance of ensuring that work immersion programs adhere to legal and ethical standards,
protecting the welfare of students while providing valuable learning experiences. Continuous
evaluation and adaptation are essential for optimizing program effectiveness and aligning
with the evolving needs of students and industries.

The benefits of Work Immersion programs on students' knowledge and skills development
are manifold. Through immersive experiences, students acquire practical competencies that
enhance their employability and readiness for the workplace. Research studies, such as those
conducted by Arlene et al. (2020) and John J. Russell Memorial High School, underscore the
positive impact of Work Immersion on technical proficiency, interpersonal communication,
and entrepreneurial mindset. By integrating theoretical learning with real-world application,
Work Immersion programs bridge the gap between academia and industry, equipping
students with the multifaceted skills necessary for success in diverse career paths.

As Henry (2011) has noted, this type of experience is invaluable for students preparing to
enter the workforce. Immersing oneself in a workplace provides an excellent opportunity to
understand the dynamics of a technology-driven, global work environment. Students, like
them, offer unique insights into the value of gaining practical experience through full-time
employment. Attending college is often driven by the desire to acquire the necessary
knowledge and skills for future careers. The GET experience, which allowed them to work 40
hours a week and gain real-world knowledge in applications, development, and corporate
culture, while earning major credits, was truly convincing. The best part was being treated as
a full-time employee, not just an intern.

As stated in the study of Ronda (2018) that the Department of Education (DepEd) is banking
on the "strong partnerships" it has forged with the Philippine Chamber of Commerce and
Industry (PCCI) and other industry groups as the Grade 12 students under the K-12 basic
education curriculum take their Work Immersion course requirement. Work Immersion,
according to DepEd, is a key subject under the Senior High School curriculum that may be
conducted in different ways and time frame as needed by SHS learners. The subject provides
learners opportunities to familiarize themselves with the workplace; to simulate employment,
and to apply their competencies in areas of specialization/applied subjects in authentic work
environments.

One of the benefits of "college readiness" is that it serves as an indicator of potential success
and the ease with which a student can adjust to college life (University of the People, 2018).
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 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.

Research indicates that Work Immersion programs offer numerous benefits for students'
knowledge and skills development. A study by Santos and Reyes (2018) found that
participants in Work Immersion programs reported significant improvements in their
technical skills, communication abilities, and problem-solving capabilities. Moreover,
immersion experiences enable students to gain firsthand insights into industry practices, work
place dynamics, and professional expectations, thereby enhancing their readiness for future
employment opportunities (Alvarez & Cruz, 2021).

To wrap up, Work Immersion programs have proven to be instrumental in fostering students'
knowledge and skills development. Through practical experiences in real workplace settings,
these programs equip students with the competencies and insights necessary for success in
their future careers. By bridging the gap between academia and industry, Work Immersion
enhances technical skills, interpersonal communication abilities, and entrepreneurial
mindsets, ensuring students' readiness for the professional world.

Implementation and Effectiveness of Work Immersion Programs

Specifically, DepEd Order No. 30, series of 2017 or Guidelines for Work Immersion provides
learners with access to industry partners' facilities and employment simulation where they are
given opportunities to apply their competencies, gain practical industrial skills and develop
good work ethics and values relevant to pursuing further education and/or joining the world
of work. Under the DepEd order, a learner is required to render a minimum of 80 hours for
work immersion. Consequently, as provided by law, a child below the age of 18. but older
than 15 must spend a maximum of 40 hours per week and no more than eight hours per day
in the work immersion venue. The same issuance does not limit a learner's practical work
experience hours to 80 hours and offers several delivery models from which schools may
choose based on the number of hours (80 hours, 240 hours, 320 hours), learner's purpose and
needs, school capabilities and compliance to the Technical Education and Skills Development
Authority (TESDA), Department of Labor and Employment (DOLE) and DepEd

Work immersion programs have shown significant potential in enhancing the employability
of senior high school graduates. Arlene et al. (2020) conducted a study that examined the
performance and alignment of work immersion programs in improving the employability of
senior high school graduates. The study highlighted the importance of work immersion in
developing technical, interpersonal, behavioral, and entrepreneurial skills. The findings
suggest that work immersion programs provide students with valuable hands-on experiences
that contribute to their future career prospects. This research provides valuable insights into
the impact of work immersion programs on students' future career prospects and emphasizes
the need for further research in this area.

Efforts to implement and assess the effectiveness of work immersion programs have yielded
valuable insights into best practices and areas for improvement. A study by Hernandez et al.
(2022) explored the implementation of work immersion initiatives in selected senior high
schools, highlighting the importance of strategic partnerships with industry stakeholders and
rigorous program evaluation mechanisms. Findings underscored the need for continuous
monitoring, evaluation, and adaptation to ensure the relevance and effectiveness of work
immersion programs in preparing students for the demands of the modern workforce.

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).

Student Experiences and Perceptions of Work Immersion

In Carlos' (2018) study, the focus is on the Enhanced Basic Education Act of 2013, which
introduced significant changes to the education system in the Philippines. One of the notable
provisions of this act is the addition of two more years in high school, known as senior high
school. This transformative legislation aims to enhance students' skills and knowledge,
equipping them to tackle the challenges they may encounter in higher education and the
highly competitive job market. The study delves into the implications and effectiveness of
this educational reform, shedding light on its impact on students' preparedness for future
endeavors.
Understanding students' experiences and perceptions of work immersion is essential for
program refinement and enhancement. Research by Cruz and Ramos (2020) investigated
students' lived experiences during work immersion, revealing valuable insights into
challenges faced, lessons learned, and perceived benefits. Participants identified opportunities
for skill development, career exploration, and personal growth, emphasizing the
transformative impact of immersion experiences on their educational and professional
trajectories.

It improves and builds new skills. Immersions will have students gain new skill sets and
improve their existing capabilities. Victory Christian International School (2015) stated that
through immersion that students get to discover themselves and jumpstart their professional
growth. Students become good team players. A person who works well with others can go
places. Students who know this early on are better able to improve their communication skills
and can be an asset to the team in building projects. Students become financially aware at an
early age. By being exposed to the daily operations of a real work environment, students
learn how to think like an adult, manage their finances effectively, and be exposed to
acquiring other related skills such as budgeting and marketing. Students have goals.
Immersion trains them how to achieve these goals by giving them an opportunity to work
with and be supervised by professionals and highly creative people. These people can inspire
students to discover their capabilities.

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 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.

Recommendations for Enhancing the Work Immersion Program

Furthermore, a Work Immersion Program was also conceptualized. Basically, it aims to

expose the students to the harsh realities of the environment in a workplace. This exposure
also aims to develop and enhance the work ethics and habits of senior high school students. It
would also serve as an assessment tool on the effectiveness of the module designed for the
purpose.

Based on empirical findings and stakeholder feedback, recommendations for enhancing work
immersion programs include curriculum alignment with industry needs, capacity-building
initiatives for educators and industry mentors, and the establishment of comprehensive
support systems for students (Salcedo & Reyes, 2019). Strengthening partnerships between
educational institutions, industry stakeholders, and government agencies is critical for
ensuring the sustainability and relevance of work immersion initiatives in the rapidly
evolving labor market landscape.

To ensure further that the objective would be met, DepEd included two tracks in the
curriculum; one, the Academic Track which includes various Strands for those students who
want to pursue higher education in college, and second, the Technical Vocational Livelihood
Track for students who would opt to work or find a job after senior high school. The very
purpose of these tracks is to further hone their interests and develop and enhance the skills
and knowledge of senior high school in their chosen field of interest for them to be ready,
competent, and equipped to confront the realities and challenges that lay ahead.

Based on the review of literature and student experiences, recommendations can be

formulated to enhance the design and implementation of work immersion programs. These
recommendations may include curriculum refinements, strengthened industry partnerships,
enhanced student support mechanisms, and professional development opportunities for
educators. Research by DepEd (2017) emphasizes the importance of aligning work
immersion programs with industry standards and best practices, ensuring that students are
adequately prepared for future endeavors. By incorporating stakeholder feedback and
adopting innovative pedagogical approaches, Javier National High School can optimize the
effectiveness and relevance of its work immersion initiatives.

In conclusion, the review of related literature and studies emphasizes the positive impact of
work immersion programs on the skills and knowledge of senior high school students. These
programs provide practical experiences, enhance technical and interpersonal skills, and
improve students' employability. Continuous evaluation and enhancement of work immersion
programs are necessary to address areas for improvement, such as communication and
entrepreneurial skills. The findings highlight the importance of work immersion in preparing
students for their future endeavors. Further research in this area is recommended to gain a
deeper understanding of the long-term effects of work immersion programs on students'
career development and success.