THE IMPACT OF INTERNSHIPS ON OFFICE PRACTICAL SKILLS

____________

A Thesis Proposal
Presented to the
FACULTY OF THE DEPARTMENT OF OFFICE ADMINISTRATION
TRINIDAD MUNICIPAL COLLEGE
TRINIDAD, BOHOL

____________

In Partial Fulfillment of the

Requirements in
Office Administration Research 1

____________

AVENIDO , EDIL B.
FLORES , MAY KRISTEL R.
PAMAYLAON , MICAH MAE S.
TAGUBA , ROCELYN S.
TESIO , MA. WELLA B.

DECEMBER 2024

Chapter 1
 THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale

In the dynamic field of office administration, bridging the gap between

theoretical knowledge and practical expertise for students preparing to enter

the workforce. For Office Administration students, developing essential office

skills—such as document management, client communication, and problem-

solving—is foundational for career readiness. Internships offer these students

the opportunity to apply classroom learning in real-world settings, facilitating

hands-on experience that support their professional growth and readiness.

Research has highlighted the value of internships in skill acquisition

across various disciplines. According to Callanan and Benzing (2004),

internships significantly enhance students’ practical skills and confidence,

offering a platform to apply theoretical concepts and gain professional

experience. By engaging in tasks that mirror those encountered in full-time

office roles, students develop skills that can enhance their employability and

adaptability in the workplace.

Furthermore, the relevance of experiential learning in higher education

is widely supported. As Helyer and Lee (2014) discuss, internship programs

bridge the gap between academia and industry, allowing students to

cultivate work-ready skills that are often difficult to attain through

coursework alone. For Office Administration students at Trinidad Municipal

College, internships serve as a crucial component of their education,

preparing them to meet the demands of office environments upon

graduation.

This study aims to assess the impact of internships on the practical

skills of Office Administration students at Trinidad Municipal College. By

evaluating the specific skills gained through internships, the research seeks

to provide insights that can inform program development and improve the

alignment between educational training and workforce needs. Ultimately, the

findings may support educational institutions in refining internship programs

to better equip students for successful careers in office administration.

Theoretical Background

This study on the impact of internships on office practical skills among

Office Administration students is based on three main theories: Experiential

Learning Theory, Human Capital Theory, and Career Development

Theory. Experiential Learning Theory (Kolb, 1984) suggests that learning is

most effective when students actively apply concepts in real settings.

Internships provide hands-on experiences that help students develop

practical office skills through active engagement. Human Capital Theory

(Becker, 1964) views internships as an investment in students' skills and

knowledge, making them more competitive in the job market. By gaining

workplace experience, students increase their value and readiness for office

roles. Career Development Theory (Super, 1957) emphasizes that

experiences like internships contribute to vocational maturity and career

planning. Internships help students understand job expectations, clarify

career goals, and

Experiential Learning CHED Memorandum Order No.

Theory (ELT) 104, Series of 2017
suggests that learning is
A memorandum that establishes
most effective when students
guidelines for the Student Internship
actively apply concepts in
Program in the Philippines (SIPP) for
real settings… (Kolb,
higher education institutions (HEIs)…
1984)
The Labor Code of the
Human Capital Theory Philippines
(HCT)
views internships as an The primary legal framework
investment in students' skills governing employment practices in
and knowledge, making them the country, established to protect
more competitive in the job workers' rights and promote fair labor
market… practices.
(Becker, 1964) Republic Act No. 7722

Career Development Known as the Higher Education Act of

Theory (CDT) 1994, established the Commission on
Higher Education (CHED) in the
emphasizes that experiences
Philippines. This law grants CHED the
like internships contribute to
authority to oversee and regulate
vocational maturity and
higher education institutions,
career planning…
ensuring the quality of education and
(Super, 1957)

OFFICE ADMINISTRATION STUDENTS OF

TRINIDAD MUNICIPAL COLLEGE

Extent of Internship Level of Practical

Experiences Skills

Proposed Action Plan

prepare for long-term career paths. These theories collectively highlight how

internships support skill development, career readiness, and professional

growth for Office Administration students.

Theories

David Kolb’s (1984) “Experiential Learning Theory” (ELT) posits

that learning is a process where knowledge is created through the

transformation of experience. According to Kolb, effective learning occurs

when students are actively engaged in applying concepts in real-world

settings, allowing them to gain practical skills through a cycle of concrete

experience, reflective observation, abstract conceptualization, and active

experimentation. For Office Administration students, internships offer

concrete experiences where they can directly engage with tasks typical of

office environments—such as managing records, communicating with clients,

and using office software. These experiences help students bridge the gap

between theoretical knowledge and practical application, reinforcing the

critical skills needed in their future careers (Kolb, 1984).

Also, the “Human Capital Theory”, which is introduced by Gary

Becker (1964), suggests that individuals and organizations invest in

education and training to enhance productivity and economic outcomes.

Internships represent an investment in human capital, as they provide

students with the skills, knowledge, and competencies that increase their
value in the labor market. For Office Administration students, the internship

experience can contribute to building a foundation of employable skills that

make them more competitive and adaptable in their careers. By applying the

principles of Human Capital Theory, this study examines the extent to which

internship experiences enhance students’ skills, which ultimately contributes

to their professional development and readiness for the workforce.

And lastly, the “Career Development Theory”, developed by Donald

Super (1957), emphasizes the importance of experiential learning in

vocational maturity and career readiness. Super proposed that career

development is a lifelong process influenced by experiences that shape an

individual’s skills, values, and interests. Through internships, Office

Administration students at Trinidad Municipal College can gain exposure to

professional environments, helping them to clarify career interests, set

future goals, and improve their understanding of job expectations. These

experiences enable students to make informed career decisions and develop

a realistic view of the competencies needed in office-based roles, supporting

their overall career development.

Together, these theories suggest that internships are a critical

component of Office Administration programs, allowing students to translate

theoretical knowledge into practical skills. The theories provide a foundation

for examining how internships contribute to the development of key

competencies, ultimately helping students to achieve vocational maturity

and career readiness. This theoretical background underpins the study's

focus on measuring the impact of internships on the practical skill set of

Office Administration students, aligning with both educational and career

development objectives.

Legal Bases

These laws highlight the Philippine government's commitment to

enhancing the quality of education and ensuring that students acquire

practical skills that align with industry standards. They provide a legal

foundation for incorporating internships into college curricula to support

students’ readiness for professional roles in office administration and other

fields.

CHED Memorandum Order No. 104, Series of 2017 establishes

guidelines for the Student Internship Program in the Philippines (SIPP) for

higher education institutions (HEIs). Issued by the Commission on Higher

Education (CHED), this memorandum standardizes the structure and delivery

of internships across various academic programs in the Philippines. Its

primary aim is to ensure that student internships provide meaningful,

supervised experiences that bridge classroom learning with practical, on-the-

job training.

The order provides a regulatory framework that supports the

integration of practical skill development into academic programs. By

mandating structured internships, CHED ensures that students gain real-

world experiences that enhance their employability and readiness for

professional roles. This study examines the effectiveness of internships in

achieving those objectives, as guided by CHED’s standards, and assesses

how well these programs prepare students for office-based careers.

Additionally, The Labor Code of the Philippines is the primary legal

framework governing employment practices in the country, established to

protect workers' rights and promote fair labor practices. For student

internships, the Labor Code ensures that internships are conducted ethically

and lawfully, particularly concerning working conditions, supervision, and fair

treatment.

The Labor Code’s provisions are essential for ensuring that internships

provide Office Administration students with legitimate training experiences in

line with industry standards. This study evaluates how well internships

contribute to the development of practical skills, which is supported by the

Labor Code’s emphasis on a structured, fair, and beneficial experience for

interns. By examining internship effectiveness, the study also provides

insights into compliance with ethical standards set by the Labor Code,

helping improve the internship experience for students in the field of office

administration.

Furthermore, Republic Act No. 7722, known as the Higher Education

Act of 1994, established the Commission on Higher Education (CHED) in the

Philippines. This law grants CHED the authority to oversee and regulate

higher education institutions, ensuring the quality of education and

alignment with national developmental goals. CHED is responsible for

formulating policies, standards, and guidelines that enhance academic

programs and prepare students for the workforce.

Republic Act No. 7722 – Higher Education Act of 1994 provides the

legal basis for CHED’s role in regulating and enhancing academic programs

through practical training. Through the authority given by RA 7722, CHED

has issued guidelines like CHED Memorandum Order No. 104, which sets the

standards for internships, ensuring students develop competencies crucial

for employability. This study’s focus on assessing internship effectiveness

aligns with RA 7722’s objective to bridge educational programs and

workforce demands.

Review of Related Literatures

This section presents a comprehensive review of relevant literature

that explore the impact of internships on the development of office practical

skills among students. As employers increasingly demand practical, hands-

on experience, understanding the role of internships in equipping students

with essential office administration skills is crucial. The following review

highlights key research on the benefits and challenges associated with

internships, focusing on their influence on skill acquisition, career

preparedness, and employability outcomes.

 Jackson (2015) examines the role of work-integrated learning (WIL),

including internships, in the development of employability skills among

students. The study identifies key barriers that hinder the effectiveness of

WIL programs and highlights best practices for enhancing their impact on

skill development. Jackson emphasizes that while WIL programs provide

essential opportunities for students to gain practical experience, challenges

such as insufficient support, poor program quality, and lack of alignment

between academic curricula and industry needs can limit the full potential of

these experiences. The study advocates for improved partnerships between

educational institutions and employers, as well as better preparation and

mentoring for students to maximize the benefits of WIL.

This study is highly relevant to the current research on the impact of

internships on office practical skills, particularly for office administration

students. Jackson’s (2015) findings shed light on the significant role that

work-integrated learning plays in developing key employability skills such as

communication, teamwork, and problem-solving—skills that are vital in office

settings. The barriers and best practices identified in the study can inform

the design and implementation of internship programs in office

administration, ensuring that students gain practical experience that directly

enhances their skill set and career readiness. Additionally, understanding the

challenges in WIL programs allows for better strategies to overcome them,

making internships more effective in developing the specific competencies

required in administrative roles (Jackson, D. 2015).

 And also, Bridgstock (2017) explores a new educational model

designed to enhance employability through the integration of university

education and knowledge networks. The study focuses on the evolving

demands of the 21st-century workforce and argues that universities must

adapt to ensure their graduates are equipped with not only academic

knowledge but also the practical skills and networked capabilities needed in

a rapidly changing job market. Bridgstock highlights the importance of

integrating work experience, such as internships, into academic programs to

help students develop both technical and soft skills. The study proposes that

universities should foster partnerships with industries and create

opportunities for students to build networks, collaborate on real-world

projects, and gain hands-on experience in professional settings.

Bridgstock’s (2017) model aligns with the idea that internships serve

as a critical component in preparing students for the workforce by bridging

the gap between theoretical learning and practical application. The emphasis

on integrating work experience and knowledge networks within the

curriculum directly supports the notion that internships provide essential

opportunities for students to develop skills that are crucial for success in

office administration. By highlighting the need for university-industry

collaboration, the study underscores the importance of high-quality

internship programs in fostering both the technical and interpersonal skills

that office administration students need to excel in their careers (Bridgstock,

R. 2017).
 In the same manner, the researcher Billett (2016) investigates how

workplace learning, specifically within the healthcare sector, contributes to

the development of professional competencies. The study explores the

premises and practices associated with learning in professional settings,

emphasizing that real-world experience in a work environment is crucial for

developing both technical and professional skills. Billett argues that learning

in healthcare work settings provides opportunities for individuals to engage

in authentic practice, receiving feedback and adapting to the demands of the

profession. The study also highlights the role of guidance and mentorship in

shaping effective workplace learning experiences. Although the study

focuses on healthcare, the principles of workplace learning can be applied

broadly to other professional fields, including office administration.

Similar to healthcare, internships in office administration offer students

the opportunity to develop practical skills in a professional environment. The

study's emphasis on authentic practice, feedback, and mentorship aligns

with key components of successful internship programs, ensuring that

students not only apply their academic knowledge but also receive the

guidance necessary to refine their skills in office settings. By drawing

parallels between healthcare work and office administration internships, the

study highlights the broader applicability of workplace learning in fostering

essential skills that are directly relevant to students’ career development in

office administration (Dailey, S. L. 2017).

 Furthermore, Kim and Choi (2018) examine business students'

perceptions of career-preparatory activities, with a specific focus on

internships. The study explores how internships contribute to students'

career readiness, particularly in terms of skill development, employability,

and job placement. The researchers found that business students generally

perceive internships as highly beneficial for enhancing practical skills such as

communication, teamwork, and problem-solving, which are crucial for their

future careers. Additionally, students reported that internships help them

build professional networks and gain a clearer understanding of their career

interests. The study also identified challenges, including the need for better

alignment between internship activities and academic programs to ensure

that students can effectively integrate their learning experiences with career

goals.

Kim and Choi's (2018) findings highlight the significant role that

internships play in shaping students’ career preparation and skill

development. For office administration students, internships provide a

critical opportunity to develop essential skills, including communication,

teamwork, and problem-solving, which are key to performing effectively in

office settings. The study’s emphasis on the importance of aligning

internship activities with academic learning supports the notion that

internships should be designed in a way that enhances students' practical

office skills and ensures they are better prepared for the workforce.

Additionally, the students' positive perceptions of internships underscore the

potential impact these experiences can have on office administration

students' career outcomes.

Accordingly, Silva, Lopes, Costa, Melo, and Brito (2018) explore the

impact of internships on employment outcomes for students, seeking to

answer whether internships can significantly boost employability. The study

analyzes data on student perceptions and employment rates, finding that

internships have a positive impact on graduates’ ability to secure jobs in

their fields. Internships provide students with valuable hands-on experience,

help them develop job-specific skills, and improve their understanding of

workplace dynamics. Additionally, students reported that internships

enhanced their confidence and provided them with professional connections,

which further contributed to their employability. The study emphasizes the

importance of quality internship programs that closely relate to students'

academic studies and career aspirations.

Silva et al. (2018) provides empirical evidence that internships

contribute positively to employability by equipping students with practical

experience and workplace competencies. For office administration students,

internships serve as a platform to acquire key office skills, such as

organizational management, communication, and time management, which

are crucial for their career success. The findings support the notion that well-

structured internship programs aligned with students’ academic learning and

career goals can significantly enhance their readiness for the workforce. This
study also highlights the importance of internships in boosting confidence

and professional networks, which are essential for students as they transition

into office roles (Silva et al. ,2018).

Review of Related Studies

This section provides an overview of recent studies that examine the

effectiveness of internships in developing office practical skills, particularly

among office administration students. The growing emphasis on experiential

learning has led to numerous studies exploring how internships contribute to

students’ professional growth and their readiness for the workforce.

According to the Robles, M. M. (2016) “Executive perceptions of the

top 10 soft skills needed in today’s workplace”, investigates the perceptions

of executives on the top soft skills required in today’s workplace,

emphasizing the importance of these skills alongside technical expertise.

Through surveys and interviews with business executives, the study

identifies the ten most valued soft skills, which include integrity,

communication, courtesy, responsibility, social skills, positive attitude,

professionalism, flexibility, teamwork, and work ethic. Robles finds that these

soft skills are critical for employee success and are often developed through

hands-on work experiences, such as internships. The study concludes that

while technical skills are essential, soft skills significantly enhance an

individual’s ability to thrive in the workplace and are crucial for long-term

career advancement.
 Robles’s (2016) findings underscore the importance of soft skills—such

as communication, teamwork, and professionalism—that office

administration students can develop during internships. Since these skills are

critical for effective performance in office environments, internships provide

an ideal setting for students to practice and refine them in real-world

scenarios. The study highlights that employers value these soft skills as

much as technical competencies, suggesting that internships should focus on

developing both skill sets. This aligns with the objective of preparing office

administration students not only for technical tasks but also for interpersonal

and professional interactions essential in an office setting.

And also, the study of Hora, M. T., Wolfgram, M., & Thompson, S.

(2017), “What do we know about the impact of internships on student

outcomes? Results from a preliminary review of the scholarly and

practitioner literatures”, provide a comprehensive review of the scholarly

and practitioner literature on the impact of internships on student outcomes.

This preliminary review highlights the varied benefits of internships,

including skill development, career readiness, and increased employment

prospects. The study identifies that internships can enhance both technical

and soft skills, such as problem-solving, communication, and adaptability, by

allowing students to apply theoretical knowledge in real-world settings.

However, the authors also note that internship quality and alignment with

academic goals are crucial factors in determining the effectiveness of these

experiences. The review points out gaps in the literature, such as the need
for more empirical studies on specific outcomes and best practices for

internship programs.

Hora, Wolfgram, and Thompson’s (2017) review underscores the

critical role internships play in helping students bridge the gap between

classroom learning and workplace demands. Their findings on the

importance of both technical and soft skills resonate with the needs of office

administration students, who must develop a mix of organizational and

interpersonal skills to excel in office roles. The study's emphasis on the

quality and relevance of internships aligns with the goal of creating effective

programs that specifically enhance the office skills students require.

Furthermore, the identified gaps in the literature highlight the importance of

further research, such as this current study, to deepen understanding of how

internships contribute to specific skill outcomes for office administration

students.

In the same sense, the researchers Narayanan, V. K., Olk, P., & Fukami,

C. (2016), “Determinants of internship effectiveness: An exploratory model”,

explore the factors that contribute to the effectiveness of internships,

proposing a model that highlights several key determinants. Their study

identifies factors such as the quality of supervision, alignment between

academic learning and internship tasks, organizational support, and student

engagement as critical to maximizing the benefits of internships. According

to the model, effective internships are those where students are given
meaningful tasks that connect with their academic background and where

they receive guidance and feedback from supervisors. The authors argue

that these elements collectively enhance learning, skill development, and

career preparedness, ultimately increasing the value of internships for

students.

Narayanan, Olk, and Fukami’s (2016) model of internship effectiveness

highlights specific elements—such as task relevance, supervision, and

organizational support—that are essential for office administration

internships to be successful. For office administration students, having

relevant tasks and supportive supervision can enhance their development of

practical office skills, such as time management, organizational skills, and

communication. This model underscores the importance of carefully

structured internship programs that not only provide hands-on experience

but also align with students' academic learning and career goals, thereby

maximizing skill acquisition and readiness for the workplace.

Whereas, in the study of Messum, D., Wilkes, L., Peters, K., & Jackson,

D. (2016), “Senior managers’ and recent graduates’ perceptions of

employability skills for health services management”, investigate the

perceptions of senior managers and recent graduates regarding the

employability skills necessary for success in health services management.

The study identifies a range of key skills that both groups consider essential,

including communication, teamwork, problem-solving, and adaptability.

Interestingly, while senior managers emphasize the importance of soft skills

and practical experience, recent graduates tend to focus more on technical

knowledge. The study reveals a gap between the skills graduates possess

and the skills employers seek, underscoring the importance of work

experience, such as internships, in bridging this gap. The authors conclude

that hands-on learning opportunities are crucial for developing both soft and

technical skills that align with industry expectations.

Although the study is focused on health services management, its

findings on the importance of soft skills and practical experience apply

broadly to other fields, including office administration. For office

administration students, internships provide a platform to develop essential

skills like communication, teamwork, and adaptability, which employers

highly value. The study supports the notion that hands-on experience

through internships helps bridge the gap between academic learning and

workplace expectations, preparing students more effectively for professional

office roles.

Moreover, according to the study of Dailey, S. L. (2017), “Finding work

that works: Reexamining job fit, organizational fit, and job satisfaction”,

explores the concepts of job fit, organizational fit, and job satisfaction,

examining how each impacts employees' experiences and satisfaction in the

workplace. The study argues that finding a good match between an

individual's skills, values, and job role—known as job fit—and the alignment
of an individual’s values with organizational culture—organizational fit—are

both crucial for achieving high levels of job satisfaction. Dailey finds that

when employees perceive a strong fit in both areas, they are more likely to

feel satisfied, engaged, and motivated in their roles. Conversely, a poor fit

can lead to decreased satisfaction, reduced productivity, and higher turnover

rates. The study highlights the importance of both employers and employees

making intentional choices to achieve an optimal fit.

Internships provide a valuable opportunity for students to assess their

fit within an organizational culture and specific job roles. Through

internships, office administration students can evaluate how well their skills

and values align with the expectations and culture of office environments. By

understanding job and organizational fit early in their careers, students can

make more informed career choices, leading to greater job satisfaction and

career success. Dailey’s (2017) emphasis on job fit and satisfaction also

underscores the importance of designing internships that provide meaningful

tasks aligned with students’ skills and career goals, helping them develop a

clearer sense of their professional path.

 THE PROBLEM

Statement of the Problem

This study seeks to examine how internship experiences contribute to

the development of practical office skills among Office Administration

students at Trinidad Municipal College. It also aims to assess the extent to

which internships enhance essential competencies and prepare students for

office-based roles after graduation. The findings of this study will be the basis

in proposing an action plan.

Specifically, this research seeks to answer the following questions:

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

1.1 Age;

1.2 Gender; and

1.3 Type of Internship Placement?

2. What is the extent of internships experiences?

3. What is the specific office practical skills that are deemed essential for

Office Administration students, in terms of;

3.1 Communication;
 3.2 Organization;

3.3 Time Management;

3.4 Problem-Solving;

3.5 Teamwork; and

3.6 Technical Proficiency with Office Technical Tools and Software?

4. Is there a significant impact of internship experiences on the

development of office practical skills among Office Administration

students at Trinidad Municipal College?

5. What action plan can be proposed based on the findings of this study?

Objectives of the Study

This study aims to:

1. Identify the specific office practical skills that are deemed essential for

Office Administration students.

2. Assess the extent to which internships contribute to the development

of these essential office practical skills.

3. Provide recommendations for improving internship programs to

optimize their impact on student learning and development.

Statement of the Hypothesis

There is a significant impact of internship experiences on the

development of office practical skills among Office Administration

students at Trinidad Municipal College.

Statement of the Null Hypothesis

There is no significant impact of internship experiences on the

development of office practical skills among Office Administration students

at Trinidad Municipal College.

Scope and Delimitation of the Study

This study focuses on evaluating the impact of internship experiences on the

development of practical office skills among Office Administration students enrolled

at Trinidad Municipal College. The scope of the study includes assessing essential

skills, such as communication, organization, time management, and problem-

solving, as well as students’ perceptions of the relevance and effectiveness of their

internship experiences. Additionally, it covers factors like supervisor support and

feedback, common challenges faced during internships, and the type, duration, and

mode of internship placements.

The study is limited to current Office Administration students who have

completed or are completing their internships within the academic year. It

does not include other academic programs or students from different

institutions. Moreover, this study will not assess long-term career outcomes

or job placements after graduation, as its primary focus is on immediate skill

development during the internship period. Furthermore, the study relies on

self-reported data from students, which may introduce subjective biases

related to their perceptions and experiences.

By narrowing the scope to a specific program, institution, and

timeframe, this study aims to provide a focused analysis of how internships

contribute to the practical skills and job readiness of Office Administration

students at Trinidad Municipal College.

Significance of the Study

The findings of this study will have significant implications for various

persons including:

Office Administration students. This research provides valuable

insights into how internships contribute to their development of essential

practical skills, such as communication, organization, time management, and

problem-solving. Understanding the specific skills acquired during

internships can help students better appreciate the role of these experiences

in preparing them for their future careers and encourage them to actively

engage in and seek relevant internship opportunities.

 Educators and Administrators at Trinidad Municipal College.

The findings offer a clearer understanding of how well the current internship

program aligns with academic objectives and student career needs. Insights

from this study may guide improvements in curriculum design and internship

program structure to ensure that students gain the skills needed in today’s

professional office environments.

Internship Coordinators and Program Organizers. It identifies

factors that impact internship effectiveness, such as supervision quality, task

relevance, and the challenges students face. This information can be used to

enhance the support and resources provided to students during their

internships, ultimately improving the overall internship experience.

Employers of Different Industries. By highlighting the practical

skills that students acquire through internships, this research underscores

the importance of structured, hands-on learning experiences in creating

competent and job-ready graduates. Employers can use this information to

better understand the skills and training that internship programs offer and

consider ways to support such initiatives to build a more skilled workforce.

Future Researchers. This study will serve as a foundation for future

research on the impact of internships on office practical skills. It will provide

a framework for investigating the specific skills that are most significantly

influenced by internships and the factors that contribute to the effectiveness

of internship programs.
 RESEARCH METHODOLOGY

Research Design

This study employed a quantitative survey approach to gather data. In

other words, researchers used surveys to collect numerical information about

the attitudes and behaviors of a specific group (Creswell, 2013). Surveys are

a common tool in descriptive research, which aims to describe the

characteristics of a population based on a representative sample.

Research Participants and Environment

 The study will be conducted at Trinidad Municipal College, located in

Trinidad, Bohol, Philippines. The research environment will primarily involve

the college’s Office Administration program, where students undergo

internship experiences as part of their academic curriculum. Data collection

will take place within the college premises.

The participants of this study will consist of Office Administration

students who are currently enrolled at Trinidad Municipal College and have

completed or are currently undergoing their internship placements. The

participants will be selected using a simple random sampling method to

ensure a representative sample of students who have diverse internship

experiences. Inclusion criteria will include students who have participated in

an internship program as part of their academic requirements during the

current or previous academic year. Students who have not completed an

internship or are not enrolled in the Office Administration program will be

excluded from the study.

The expected number of participants will depend on the total

enrollment in the Office Administration program and the proportion of

students who have completed internships. Data collection will be conducted

through survey questionnaires, which will be distributed and collected either

in person.

Research Instrument
 This study will utilize a structured survey questionnaire to assess the

impact of internships of office practical skills among office administration

students at Trinidad Municipal College. The questionnaire will consist of a

Likert-scale questions designed to measure specific impact of internship of

office practical skills among office administration students. It will also include

demographic questions to gather information on the students' background.

To ensure a thorough content coverage in measuring the impact of

internships of office practical skills among office administration students at

Trinidad Municipal College a table of specification was crafted. Employing a

five-point Likert rating scale, ranging from strongly agree to strongly

disagree and Very High Extent to Very Low Extent, the questionnaire

comprised into two factors: What are the specific office practical skills that

are deemed essential for Office Administration students in terms of

Communication, Organization, Time Management, Problem-Solving, Team

Work and Technical Proficiency with Office Tools and Software and To what

extent do internships contribute to the development of these essential office

practical skills, for determining the Impact of Internships of Office Practical

Skills among Office Administration Students at Trinidad Municipal College.

The research instrument applied is an onsite survey because Respondents

can seek clarification on confusing issues, resulting in more accurate data.

Researchers can manage the survey setting to ensure consistent results and

minimize distractions. Furthermore, fast follow-up and the capacity to detect

nonverbal signs increase the data's depth and reliability.

The Specific Office Practical Skills That Are Deemed Essential for Office
Administration Students
Range Descriptive Interpretation
Rating

3.26-4.00 Strongly Agree Indicate that the office practical skill being assessed is
(SA) considered very important or essential by the respondents.
2.51-3.25 Agree (A) Suggests that the skill is important, but perhaps not as
strongly perceived as essential.
1.76-2.50 Disagree (D) Indicates that respondents do not consider the skill essential
for Office Administration students.
1.00-1.75 Strongly Signifies that the respondents strongly disagree with the
Disagree (SD) importance of the skill in office administration.

The Extent that Internships Contributed to The Development of Essential

Office Practical Skills
Range Descriptive Interpretation
Rating

3.26-4.00 Very High Indicates that internships have had a very significant impact
Extent (VHE) on developing office practical skills for students.
2.51-3.25 High Extent (HE) Shows that internships have made a strong contribution to
the development of the skills.
1.76-2.50 Low Extent (LE) Means that internships have contributed only a little to the
development of the skills.
1.00-1.75 Very Low Extent Indicates that internships have had very little or no impact
(VLE) on the development of office practical skills.

Data Gathering Procedure

Phase 1 – Permission. In this initial phase, the researchers will

prepare and submit a comprehensive letter of approval to obtain permission

from key stakeholders. This will include the Managers of different

organizations or industries in Poblacion, Trinidad, as well as the College Dean

of Office Administration and the relevant office administrators. The letter will

outline the purpose of the study, the significance of the research, and the

methodologies to be employed. It will also request their support in notifying

their respective offices about the study's conduct. Once these permissions

are secured, the researchers will document the approvals for future

reference.

Phase 2 – Data Gathering. Upon receiving approval from the Dean

of Office Administration, office administrators, and Managers of Different

Organizations, the researchers will proceed with the data gathering process.

This will involve the distribution of questionnaires, which will be designed to

collect relevant information regarding the impact of internships of office

practical skills among office administration students. The researchers will

ensure that the questionnaires are handed out to the designated

respondents personally to facilitate any necessary clarifications. After

distributing the questionnaires, the researchers will provide a timeline for

completion and follow up with the respondents to encourage participation.

Once sufficient time has passed, the researchers will collect the completed

questionnaires, ensuring confidentiality and anonymity.

Phase 3 – Post-Data Gathering. After the collection of the survey

questionnaires, the researchers will enter the data into a statistical software

program for analysis. They will tally and tabulate the responses to ascertain

the impact of internships of office practical skills among office administration

students at Trinidad Municipal College. Based on the findings, the

researchers will develop conclusions and actionable recommendations.

These conclusions will be aimed at informing stakeholders and guiding future

actions related to the impact of internships of office practical skills,

ultimately contributing to the formulation of a proposed action plan based on

the study's results.

Ethical Consideration

This study will adhere to strict ethical guidelines to ensure the

protection of participants' rights and well-being. Informed consent will be

obtained from all participants, who will be fully informed about the study's

purpose, procedures, and their rights, including the voluntary nature of

participation and their ability to withdraw at any time without penalty.

Confidentiality and anonymity will be maintained, with no personal identifiers

linked to survey responses.

All data collected will be securely stored and used exclusively for

research purposes. Participation will be voluntary, and no participant will be

coerced into taking part or penalized for opting out. The study will ensure

equal opportunity for all eligible students, regardless of gender, age, or

internship type, and will avoid any sensitive or potentially distressing

questions to minimize harm. Ethical approval will be sought from the

research ethics committee at Trinidad Municipal College to ensure

compliance with institutional standards. By following these ethical principles,

the study aims to protect participants' rights and maintain the integrity of

the research process.

Statistical Treatment

For the analysis of respondent’s demographic profile, the researchers

will use descriptive statistics. Specifically, the following formulas will be

employed to compute the frequency and percentages of each demographic

variable:

F
P ×100
N

Where:

P = Percentage

F = Frequency of respondents

N = Number of respondents

To test the following null hypothesis that “there is no” and “there is”

significant impact of internship experiences on the development of office

practical skills among Office Administration students at Trinidad Municipal

College, ANOVA (Analysis of Variance) will be utilize.

 Definition of Terms

Internship

A practical work experience related to a student's academic program,

where students apply theoretical knowledge in real-world work settings to

gain hands-on skills. In this study, internships refer specifically to placements

in office environments that provide Office Administration students with

opportunities to develop practical skills.

Office Practical Skills

The essential skills required to perform tasks and responsibilities in an

office environment, such as communication, organization, time management,

problem-solving, teamwork, and technical proficiency with office tools and

software. These skills are crucial for career readiness in administrative roles.

Office Administration Students

Students enrolled in the Office Administration program at Trinidad

Municipal College, who are pursuing a course of study that prepares them for

roles in office management, clerical work, and administrative support.

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QUESTIONNAIRE

Dear Respondents;
The group of researchers are conducting a study entitled " THE
IMPACT OF INTERNSHIPS ON OFFICE PRACTICAL SKILLS" In line with
this, we kindly ask for your time and active participation in answering our
inquiries. Your cooperation is greatly appreciated and will play a crucial role
in the successful completion of our research. Please rest assured that all
information you provide will be treated with the highest level of
confidentiality.

-The Researchers
I. PROFILE OF THE RESPONDENTS
Directions: Kindly check () the box before the description that
corresponds to your profile.

1. Age
☐ 18-20 years old ☐ 21-23 years old
☐ 24-26 years old ☐ 27 years and above

2. Gender
☐ Male
☐ Female
 3. Type of Internship Placement
☐ Government Office
☐ Non-governmental Organizations (NGOs)

Part II. THE EXTENT OF INTERNSHIPS EXPERIENCES

Directions: Kindly rate the following statements through checking the columns
according to the trueness of the provided statement.

RATING Descriptors

4 Very High Extent (VHE)

3 High Extent (HE)
2 Low Extent (LE)
1 Very Low Extent (VLE)

Statement 4 3 2 1

1. Internships help develop effective verbal

communication skills necessary for office
tasks.
2. Internships provide opportunities to improve
written communication, such as drafting
emails, reports, and memos.
3. Internships help enhance listening skills
when interacting with colleagues, clients,
and supervisors.
4. Internships contribute to improving the
ability to present ideas clearly and
confidently in meetings.
5. Internships allow for improvement in non-
verbal communication, such as body
language, to convey professionalism.
6. Internships provide opportunities to practice
organizing and prioritizing tasks effectively.
7. Internships contribute to the development of
skills in maintaining organized filing
systems, both physical and digital.
8. Internships help in practicing time
management and meeting deadlines for
various office tasks.
9. Internships provide real-life scenarios where
multitasking and handling multiple
responsibilities are required.
10. Internships contribute to learning how to set
up and manage an efficient office
environment.
11. Internships provide real-world experience in
managing tasks and meeting deadlines
effectively.
12. Internships help develop skills in managing
time efficiently and focusing on priority
tasks.
13. Internships offer experience in planning and
scheduling work to ensure timely
completion.
14. Internships contribute to learning how to
manage interruptions and stay focused on
tasks.
15. Internships help in understanding the
importance of punctuality and managing
time to maintain a productive workflow.

Part III. THE SPECIFIC OFFICE PRACTICAL SKILLS THAT ARE

ESSENTIAL FOR OFFICE ADMINISTRATION STUDENTS

Directions: Kindly rate the following statements by checking the

columns according to the trueness of the provided statement.

RATING Descriptors

4 Strongly Agree (SA)

3 Agree (A)
2 Disagree (D)
 1 Strongly Disagree (SD)

Statement 4 3 2 1
A. Communication Skills
1. I can effectively communicate ideas both
verbally and in writing.
2. I can actively listen to others and understand
their perspectives.
3. I can adapt my communication style to different
audiences and situations.
4. I can give clear and concise presentations.

5. I can resolve conflicts effectively through

effective communication.
B. Organization Skills
6. I can prioritize tasks effectively.

7. I can manage my time efficiently.

8. I can maintain a clean and organized

workspace.
9. I can plan and organize projects effectively.

10. I can manage multiple tasks simultaneously.

C. Time Management Skills

11. I can manage my time effectively.

12. I can meet deadlines consistently.

13. I can prioritize tasks effectively.

14. I can avoid procrastination.

15. I can use time management tools effectively.

D. Problem-Solving Skills
16. I can identify and analyze problems effectively.

17. I can develop creative solutions to problems.

18. I can evaluate the effectiveness of solutions.

19. I can make decisions under pressure.

20. I can learn from mistakes and failures.

E. Teamwork Skills
21. I can work effectively in a team.

22. I can contribute positively to group discussions.

23. I can resolve conflicts within a team.

24. I can delegate tasks effectively.

25. I can adapt to different team dynamics.

F. Technical Proficiency with Office Tools and

Software
26. I am proficient in using Microsoft Word.

27. I am proficient in using Microsoft Excel.

28. I am proficient in using Microsoft PowerPoint.

29. I am proficient in using email and other

communication tools.
30. I can learn and adapt to new software and
technologies.