Effectiveness of Work Immersion Attributes on the Specialized

Subjects of Grade 12 ABM Students in Limay Senior High School

A Quantitative Research

Presented to the Faculty of Limay Senior High School

Duale, Limay, Bataan

In Partial Fulfillment

Of the Subject Requirements in

Practical Research 2

Broncano, Angela Love V.

Diwa, Jenna B.

Logro, Kim Felicity C.

Lopez, Jelainne A.

Tan, Justin M.

12 ABM-A

Date of Completion

CHAPTER I
 THE PROBLEM AND ITS BACKGROUND

INTRODUCTION

In our generation the need to work is increasing in order to survive, but to

have at least a basic job it's needed to have experience and skills. One of the

program that can help learners is the work immersion as it gives opportunity

to gain real-world experience in a professional environment. Work immersion

is important as it describes a senior high school curriculum that involves

doing an actual job or work simulation. It will provides the learner with

opportunities to become familiar with the workplace, simulate employment,

and develop their working skills that they can apply to their competencies in

areas of specialization or applied subjects to prepare learners for all

curriculum exits and put their skills and information they have learned about

their chosen track to use.

Work Immersion attributes must exhibit values such as responsibility,

adaptability, communication, teamwork, and professionalism. By having

these work attributes, students can earn the respect and trust from their

employers, and open doors to new careers and opportunities in the future.

But as still a student especially the Accountancy, Business, Management

(ABM) learners, these attributes can be applied to their specialized subjects

as they are in the field of business. ABM track have specialized subjects like

the Fundamentals of Accountancy, Business and Management (FABM) 1 & 2,

Applied Economics, Organization Management , Business Mathematics,

Principles of marketing, Business Finance, Business Ethics and Social

Responsibility that will be taken during there time in grade 11 and 12.

Work Immersion is important for individuals, especially to the students of

Accountancy, Business, Management (ABM). According to National Center for

Education Statistics under the Classification of Instructional Program (2020)

ABM is an integrated or combined program in accounting and business

administration/management that prepares individuals to function as

accountants and business managers. Through this strand you could be a

sales manager, human resources, marketing director, project officer,

bookkeeper, accounting clerk, internal auditor, and a lot more.

The researchers are motivated to pursue this study because they are

determine to know the effectiveness of work immersion attributes to the

specialized subjects of the ABM learners in order to know if the curriculum is

helpful for the students knowledge and improvement that they can use for

their future careers.

STATEMENT OF THE PROBLEM

The general problem of the study is "How may the Effectiveness of Work

Immersion Attributes on the Specialized Subjects of ABM students in Limay

Senior High School be determined? "

Specifically, the study sought answers to the following questions:

1. How may the profile of the respondent be described in terms of:

 1.1 Sex;

1.2 Age; and

1.3 Financial stability?

2. How may the work Immersion describes in terms of;

2.1 Number of hours in work immersion;

2.2 Work Immersion venue; and

2.3 Work Immersion attributes?

3. How may the students' effectiveness of work immersion attributes on

their specialized subjects be described in terms of:

3.1 List of Specialized subjects; and

3.2 Average grade of students?

4. Is there a significant difference between work Immersion attributes and

the specialized subjects of Grade 12 Accountancy Business and Management

in Limay Senior High School?

SIGNIFICANCE OF THE STUDY

The study aims to benefit the following groups of entities:

Students. As the center of educational system, students will benefit

from this study by gaining knowledge to enhance their current skills that

they can use to be more effective and efficient in their specialized subjects.
 Parents. They will know the importance of work immersion and it's

effectiveness. This will lead them to educate themselves to motivate and

guide their children to be more prepared for their future career.

Teachers. It will be a big help for them as it going to give them ideas,

guidelines to be more productive and effective in their work performances

as a teacher.

Administrators. This study will give them ideas in the effectiveness

of work immersion to students, and that can be use to be a reference to

improve and develop programs that will enhance the current education

curriculum.

Community. People will be aware to the effect of work immersion

and how can it help one individual to have a successful career path in the

future.

Future Researchers. The study will serve as a reference for the

future researches result, they can investigate other factors that may relate to

effectiveness of work immersion attributes on the specialized subject.

SCOPE AND DELIMITATION OF THE STUDY

The purpose of this research is to examine the effectiveness of work

Immersion attributes on the specialized subjects of Grade 12 Accountancy,

Business and Management (ABM), first semester of the school year 2023-

2024 in Limay Senior High School.

 The respondents were taken randomly using Stratified Random Sampling

from the total population of ABM 12 students enrolled in the academic year

2023-2024. The forty (40) random students will be drawn from three (3)

distinct sections of Grade 12 ABM students to determine the effectiveness of

work immersion attributes on their specialized subjects .

The study will employ a quantitative research technique and a

correlational research design. The first approach that will be implemented in

the research study is to distribute questionnaires to the chosen respondents

in order to collect data. We will also conduct face-to-face interviews with

students who are ready to meet with us and answer the prepared questions.

Mean and percentage distribution were utilized to present the profile of

the students in terms of sex, age, financial stability, number of hours in work

immersion, work immersion venue , and work immersion attributes. As for to

describe the effectiveness the list of specialized subjects and average grade

of students in their specialized subjects are needed.

To test the difference between the profile of the students and the

effectiveness of work immersion attributes on their specialized subjects, F-

Test Two Sample for Variances (Chi-square) was used.

 Notes in Chapter 1

National Center for Education Statistics under the Classification of

Instructional Program (2020), Definition of Accountancy, Business and

Management
 Chapter II

THEORETICAL FRAMEWORK

This chapter presents the related theory, related literature and studies,

conceptual framework, hypothesis and definition of terms used in the study.

Related Theory

“Work Immersion is a key feature of the SHS Curriculum,” according to

The Work Immersion Guidelines under DepEd Order No. 30, s. 2017. These

Guidelines were implemented in the school year 2017-2018. As stated in the

Guidelines, the students must participate for at least 80 hours and should at

least take four specialized subjects. It has three parts: pre-immersion,

immersion proper, and post-immersion. In pre-immersion, the students must

attend orientations and prepare some documents. On the other hand, in the

Work Immersion proper, they will be responsible for participating in any

activities that the offices or partner institutions require. Lastly, the post-

immersion part is where they need to make their portfolio and make a report

about their whole experience while conducting Work Immersion.

One of the main goals of this program is to help the students learn the

proper work ethics in certain fields they may pursue in the future and to

improve and know their capabilities. The following are some of the objectives

of Work Immersion: to become familiar with the workplace, for employment

simulation, and to apply their competencies in areas of specialization/applied

subjects in an authentic work environment. Furthermore, the guidelines

stated that Senior High School students are expected To have acquired

different competencies from lower grade levels. By implementing the Work

Immersion program, they will be able to test all of those competencies, and

this will help them transition from school life to the actual world.

It gives relevance to the present study in a way that it provides the

general idea of conducting working immersion. Including the objectives of

the program, learning work ethics in their certain fields that will improve

their capabilities that they will apply to different situations especially to their

competencies in specialized subjects.

Related Literature

Sex. It refers to the two primary categories, male and female, based on

reproductive functions. According to Daisy Bacus et al. (2020), the research

found that work immersion is highly effective for both male and female

students, enhancing their knowledge, skills, and academic competencies.

This indicates that work immersion positively influences students’ academic

development, regardless of their gender.

Its relevant in the study since it present how gender and sex-related

factors impact work experiences during internships or practical training, can

be examined through related literature in the fields of gender studies, work

psychology, and vocational education.

 Age. The age at which individuals engage in work immersion can vary

depending on the specific context and purpose of the immersion program.

Here are a few points to consider:

Language Immersion. In the context of language immersion programs,

the age at which individuals start immersion can vary. For example, some

language immersion programs may start as early as preschool or

kindergarten, while others may be available for older students or adults;

Work Experience Programs. Work immersion programs that provide hands-on

experience in a specific industry or field may be available to individuals at

different stages of their education or career; Research on Work Immersion.

Some research studies may explore the effects of work immersion on

individuals of different ages.

Overall, the age at which individuals engage in work immersion can vary

depending on the specific program and context, ranging from early childhood

language immersion to work experience programs for high school students,

college students, and adults.

Its relevant to study since it will define how old the learner is at particular

time of conducting the work immersion.

Financial stability. Having enough money to meet your needs and

handle unexpected expenses without significant financial stress. A study

conducted by Vecino and colleagues in 2020, financial challenges were found

to be a significant issue for students during work immersion, affecting their

ability to participate and reducing their overall interest in the program. This

financial instability, coupled with insufficient supervision time, has raised

concerns about the overall effectiveness of Work Immersion programs in

these circumstances, underscoring the critical role that financial stability

plays in ensuring students’ meaningful participation in such educational

initiatives (Vecino et al., 2020).

It gives relevance to the study since it presents the importance of

having financial stability, which is a big factor in some cases of work

immersion programs. It measures the ability of the learners to participate in

the program without any financial stress.

Numbers of hours in work immersion. It refers to the total time

students spend participating in practical, hands-on experiences related to

their field of study or career interests. The Department of Education (DepEd)

emphasizes the importance of creating safe and conducive learning

environments in collaboration with partners and stakeholders. The primary

focus is on ensuring the safety of learners. This includes limiting the

maximum number of hours spent in a work immersion venue to 40 hours per

week and no more than eight hours per day, in compliance with legal

provisions for children aged below 18 but older than 15.

It gives relevance to the present study since the number of hours in a

work immersion program is a critical factor in determining the depth of

learning, skill development, and workforce readiness for students. It is

important to balance the duration with the quality of the experience and

consider the specific needs and goals of the students and the industry.

Work Immersion Venue. According to Llego (2022) Workplace

Immersion Venue is the place where work immersion is conducted. It shall

conform with the law and the rules and regulations on safety,

appropriateness for learning, and availability of facilities and equipment,

which are issued by the DepEd (DO No. 40 s. 2015), Technical Education and

Skills Development Authority (TESDA), Department of Labor and Employment

(DOLE), Commission on Higher Education (CHED), and other relevant

government agencies. Examples of work immersion venues include offices,

factories, shops, and project sites.

Its relevant to the study since the work immersion venue will be one of

the factor to know where the learners obtained his/her work immersion

attributes.

Work Immersion Attributes. According to Kriscentti Exzur Barcelona

(2018), the subject provides learners with opportunities to become familiar

with the workplace; for employment simulation, and to apply their

competencies in areas of specialization/applied subjects in authentic work

environments. The said learning experience that the students can get from it

will surely enable and help students as they familiarize themselves with the

workplace simulation and apply their competencies in their particular areas.

 According to brainly.ph, work immersion attributes refers to the ability

to adapt to new situations and environments is crucial, particularly in work

immersion programs that expose students to different types of work and

industries. Adaptability includes being open-minded, flexible, and willing to

learn new skills and concepts.

Work immersion programs provide senior high school students with an

invaluable opportunity to gain practical knowledge, skills, and values

necessary for their future careers. By developing values and attributes such

as professionalism, adaptability, communication, initiative, and work ethic,

senior high school students can make the most of their work immersion

experiences and prepare themselves for success in their future careers

It gives relevance to study since work immersion attributes obtained by

the learners will be apply to their competencies and acquired skills that

relevant to their track and will be useful to measure the effectiveness of work

Immersion to their specialized subjects

List of specialized subjects. According to Courses.com.ph specialized

subjects are subjects that are unique to the career track or learning strand

that the student chose. These are similar to the major subjects that college

students take, although they’re designed to be less complex than their

college counterparts.

Specialized subjects for the strand of Accountancy, Business, and

Management (ABM) under the Academic Track: Applied Economics,

Organization Management, Business Mathematics, Principles of Marketing,

Business Finance, Business Ethics and Social l Responsibility, Fundamentals

of Accountancy, Business and Management 1 and Fundamentals of

Accountancy, Business and Management 2.

It is relevant to the present study as it will be identify the specialized

subjects of the learners work immersion attributes applied.

Average grade. Mostly it is said that average grade in specialized

subjects may vary depending on various factors such as the educational

level, specific subject, grading system, and individual performance. It is

important to note that the concept of "specialized subjects" can differ across

educational systems and institutions.

These grade point values are used to calculate the cumulative grade

point average (GPA) by multiplying the grade received in each course by the

number of credits the course is worth, adding the grade points together, and

dividing the sum by the total credits of the courses.

It is relevant to the present study since it explains how average grade

may vary depending on various factors and it will be use to measure the

effectiveness of work immersion attributes towards to the specialized

subjects of the learners .

Related Studies
 The following are the studies to shed light from the problem

undertaken.

In the study of Bustamante (2019) entitled “Senior high school work

immersion pioneers: A phenomenological study” stated that the work

immersion program provided an opportunity for students to apply the

concepts they learned in the classroom to actual work situations. It also

helped the students to shape their character and values. The program aligns

with the Department of Education (DepEd) goal of preparing senior high

school students for college, employment, or entrepreneurship.

This, somehow gave relevance to study since it presents how work

immersion program shape the learners character and values that can be

applicable in the classroom to actual situations.

In the study of Sadia Anjum (2020) entitled “Impact of internship

programs on professional and personal development of business students: a

case study from Pakistan” stated that work immersion provides an

opportunity for students to apply theoretical knowledge to real-world

situations, thereby improving their practical skills. By studying the effect of

work immersion attributes on specialized subjects, researchers can gain

insights into the specific skills that are enhanced through immersion

experiences. Work immersion experiences often involve interactive and

engaging activities, which can positively influence students’ engagement

and learning behavior. Research on the effect of work immersion attributes

can shed light on how these experiences impact students’ motivation,

interest, and overall learning outcomes.

It gives relevance to study since the researchers studied the effect of

work immersion attributes on the specialized subjects and to it’s impact to

overall learning outcomes of the students.

In the study of Robinson (2018) entitled “Immersion learning in social

work education: A Pedagogical tool for enriching knowledge and practice

skills among BSW Students” presents that work immersion is used in the

United States of America (USA) for Enriching knowledge and further practice

and use of skills. It has been used as a Pedagogical tool for people to learn

and engage, and its primary focus is on the Students’ learning process. Three

outcomes have been seen after Work Immersion; the first is its ability to help

students understand a certain job or topic Better due to their interactions

with actual people experiencing it. They are given A new perspective on the

job that they experienced. Second, they have reported An increase in their

practical skills. Some students believed they had enough skills to work

however realized they had much room for improvement as they finished. The

skills they had before the process increased, such as listening, question

asking, and relationship-building skills. Lastly, they better understood how

their Classroom knowledge could be applied to different work policies and

practices. In correlation, the immersion course has helped them decide what

they would want to practice in the future and whom they would want to work

with.
 It gives relevance to study since it shows different aspects of work

immersion, including the different attributes and the understanding of

students to their classroom knowledge.

Conceptual Framework

Figure 1 presents the paradigm of the study.

 Independent Variable Dependent

1. Profile Variable

1.1 Sex
1.2 Age
1.3 Financial stability
2. Work Immersion
Numbers of hours in work 2.1 Effectiveness of Work Immersion
immersion attributes on the Specialized
subjects of Students
Work Immersion Venue 2.2
2.3 Work immersion attributes
3. Specialized Subjects
3.1 List of specialized subjects
3.2 Average grade

Figure 1. Paradigm of the Study

The study used the Independent-Dependent variable scheme: Frame 1

represents the independent variable that contains the sex, age, financial

stability, number of hours in work immersion, work immersion venue, work

immersion attributes, list of specialized subjects, and the average grade in

specialized subjects of the students; Frame 2 represents the dependent

variable that compromise of the criteria focus on the effectiveness of work

immersion attributes on the specialized subjects of students.

Hypothesis of the Study

 The lone hypothesis of the study is:

1. There is no significant difference between work immersion attributes

towards the specialized subjects of Grade 12 Accountancy, Business

and Management (ABM) students in Limay Senior High School.

Definition of Terms

Age. In the study, it is used to describe how old a person is at particular

time. It measured by years from birth.

Average grade. In the study, it is used to measure if the acquired work

immersion attributes are applicable on the specialized subjects of the

learners.

Financial stability. It is used in the study to know the capability of one

individual to join in an work immersion program.

List of specialized subjects. In the study, it is used to defined the different

specialized subjects of the learners that teach during the semester.

Numbers of hours in work immersion. It is used in the study to know

how long the student has been in work immersion.

Sex. It is used in the study to identify the physical identity of the learner,

whether female or male.

Work immersion venue. It is used in the study to know where the learners

did the program and where he/she got the work immersion attributes he/she

acquired.

Work immersion attributes. In the study, it is used to know the possessed

attributes of the learners that they can apply to their specialized subjects.
 Notes in Chapter II

Bacus, D. (2020, April 1). Levels of Effectiveness of Work Immersion in

Academic Development of Selected Grade 12 GAS Students in

Bestlink College of the Philippines.

https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1737

Bustamante, J. A. (2019). Senior high school work immersion pioneers:

A phenomenological study. Journal of International Academic

Research for

Multidisciplinary, 7(2),

https://www.researchgate.net/publication/

354126346_SENIOR_HIGH_SCHOOL_WORK_IMMERSION_PIONEERS_A_PHENO

MENOLOGICAL_STUDY

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/wpcontent/uploads/2017/06/DO_s2017_030.pdf

Is Language Immersion Right for My Child?

https://www.edweek.org/teaching-learning/opinion-is-language-immersion-

right-for-my-child/2016/03

Kriscentti Exzur Barcelona (2018). Chapter 2 Review of Related

Literature https://www.coursehero.com/file/44325612/RRLdocx/
Llego, M. A. (2022, August 11). DepEd Guidelines for Senior High School

Work Immersion. TeacherPH. https://www.teacherph.com/work-immersion/

Robinson, E. L. (2018). Immersion learning in social work education: A

Pedagogical tool for enriching knowledge and practice skills among

BSW Students. Journal of Teaching in Social Work, 38(5), 536–550.

https://doi.org/10.1080/08841233.2018.1516712

Sadia Anjum(2020). Impact of internship programs on professional and

personal development of business students: a case study from

Pakistan.

https://fbj.springeropen.com/articles/10.1186/s43093-019-0007-3

Senior high school in the Philippines: Curriculum Breakdown

https://www.courses.com.ph/senior-high-school-in-the-philippines-curriculum-

breakdown/

Vecino, C. T., & Doromal, A. C. (2020, November 12). The Implementation

of Senior High School Work Immersion Program in Selected Public

Schools in Negros Occidental. Philippine Social Science Journal.

https://doi.org/10.52006/main.v3i2.154