Chap 1-5.docx

CHAPTER I THE PROBLEM AND ITS BACKGROUND This chapter presents the introduction, statement of the problem, scope and limitation of the study, significance of the study, conceptual framework and the definition of terms of the study.

Introduction The Department of Education implement the 2002 Basic Education Curriculum (BEC), it is the product of 16 years of study (Elementary, High school and College) conducted under the various DepEd secretaries, Lourdes Quimbing, Isidro Carino and Bro. Andrew Gonzales. The BEC focuses on the basis of reading, writing, arithmetic, science and patriotism. Values is integral to all the subject areas and students can be then ready for lifelong learning. Thus, it seeks to cure the inability of students who cannot read with comprehension at grade 3 and worse, at grade 6. The adoption of the BEC is optional for private schools, although more than 50% of private schools have joined. The Philippines is the last country in Asia and one of only three countries in the world with a 10 year pre-university program. Concerning to this, DepEd developed the K12 program that aims to enhance learners’ basic skills, produce more competent citizens, and prepare graduates for lifelong learning and employment. “K” stands for Kindergarten and 12 refers to the succeeding 12 years of basic education (6 years of elementary education, 4 years of junior high school and 2 years of senior high school). Students of the new system will graduate at the age of 18 and will be ready for entrepreneurship, middle level skills development and higher education upon graduation. The new curriculum give students the chance to choose among three tasks (Academic, Technical Vocational

Livelihood and Sports and Arts) and undergo immersion, which provides relevant exposure and actual experience in their chosen track. K-12 program accelerates mutual recognition of Filipino graduates and professional in other countries. Work Immersion is a key feature in the Senior High School curriculum and refers to the part of that consists of 80 hours of hands-on experience of work simulation which Grade 12 students will undergo to expose them to the actual work setting and to enrich the competencies provided by the school. After Senior High School, there are 4 exits: Entrepreneurship, job or work, Postsecondary education or TESDA and College. For the entrepreneurship, the K-12 program encourages students to become entrepreneurs with the inclusion of classes geared towards running and managing businesses. It teaches basic business management that will allow you to implement business ideas brewing in class or make profit from a passion. Meanwhile, those students who decided to pursue technical-vocational track will be qualified to apply for TESDA Certificate of Competency (COC) and National Certificate (NC). With the different tracks offered by Senior High School, the skills and competencies needed for COC or NC certification will be part of the curriculum eliminating the need to enroll in a separate basic class to develop those skills. Also, Senior High School prepare students to pursue higher education, especially those in the academic track, serves as an introduction to some courses. It help students in acquiring knowledge in their choses courses but also help them in making informed decision on which course to choose. Therefore, Senior High School graduates are given opportunities for employment that previous high school graduates did not have.

To develop the skills, abilities, and competencies, a person should continuously look for ways to enhance his or her performance. Through effective skill enhancement, he or she will become more capable, competent and confident in his or her self. Having a lot of values, manners and work ethics learned from the immersion program, this will give them opportunity to do their job well in the future. Aligned with the purpose of conducting work immersion, this urged the researcher(s) to conduct a research entitled Perceived Levels of Skills Enhancement in Work Immersion. The researcher(s) would like to know the levels of skills enhanced during their work immersion and to give partner institutions some ideas and recommendations to improve good quality learnings to the students.

Statement of the Problem This study focused on the skill enhancement of Grade-12 students from Paharang Integrated School during their work immersion .This study sought to answer the following questions:

1. What is the profile of the respondents in terms of: 1.1. sex, 1.2. strand, and; 1.3. partner institutions? 2. What are the assessment of Senior High School of Paharang Integrated School on the skills developed on Work Immersion Program in terms of : 2.1. communication skills 2.2. interpersonal skills 2.3. intellectual skills 2.4. self-management 2.5. learning skills 2.6. career development and management skills 3. Is there a significant difference on the assessment of the students’ skills developed on work immersion when they are grouped according to their profile variables? 4. What proposed plan will be recommended to the partner institution for the enhancement of students’ skills on work immersion?

Scope and Limitation This study will mainly focused on the skills enhancement of the students during their work immersion SY: 2018-2019, especially it includes the Grade-12 STEM and ICTCSS students of Paharang Integrated School. The gathered information of this research study are derived from sources such as articles and related research studies. The results of the data gathered by the researchers are

derived from survey questionnaire prepared by them and it is distributed to the Grade 12 Senior High School students of Paharang Integrated School. Significance of the Study The result of this research study are significant to the following: To Paharang Integrated School, it provides insights and recommendations on how to help the students improve their skills. To the partner institutions, it serves as their guide in continuing and enhancing their work immersion place for the students. To the teachers, it gave them idea in guiding their students to enhance their skills. To the students, this study is beneficial to the students in knowing how work immersion contributes to the enhancement or development of their skills. To the future researchers, this study serves as their reference and resource when doing a research study related to this topic.

Conceptual Framework This study discussed the overall flow of the study by showing the input, process and output about enhancing the skills of the students after their work immersion.

INPUT

PROCESS

OUTPUT

1 .Profile of the respondents in terms of:   

Sex Strand Partner Institutions

2. Determine students’ skill(s) developed on their work immersion

Gave survey questionnaires to all Grade-12 students of Paharang Integrated School who took work immersion program. Statistical tools needed:       

f-Test t-Test Percentage Frequency Ranking Weighted mean Composite mean

Recommendation plan for partner institutions to enhance students’ skill(s) in their shortterm of work immersion program.

Definition of Terms The following are the definition of some terms: Attitude. It is a settled way of thinking or feeling about someone or something, typically ones that is reflected in a person’s behavior (Oxford dictionary) Career Development. It is the process of learning and improving your skills so that you can do your job better and progress to better jobs. (Cambridge dictionary) Communication. It is a process by which information is exchange between individuals through a common system of symbols, signs or behavior.(Merriam-Webster dictionary) Curriculum. It is the combination of instructional practices, learning experiences, and students’ performance assessment that are designed to bring out and evaluate the target learning outcomes of a particular course.(www.udel.edu) Employment. It refers to an activity in which one engages or is employed seeking for a gainful employment.(Merriam-Webster dictionary) Enhancement. It refers to the improvement of something in relation to its value, quality, or attractiveness.(Collins English dictionary) Entrepreneur. It refers to an individual who, rather than working as an employee founds and runs a small business, assuming all the risks and rewards of the venture.(Investopedia, 2018)

Institution. It is an organization, establishment, foundation, society, or the like, devoted to the promotion of a particular cause or program(Dictionary.com) Intellectual. It means involving a person’s ability to think and to understand ideas and information.(Collins English dictionary)

Interpersonal. It refers to something involving, or occurring among several people.(Vocabulary.com) Personality. It refers to individual differences in characteristics patterns of thinking, feeling and behaving.(Collins dictionary) Post-secondary education. It refers to those whose highest level of educational attainment is an apprenticeship or trades certificate or diploma.(Statistics Canada,2010) Self-Management. It is about finding the self-control and mastery needed to take control of once work.(Merriam-Webster dictionary) Skill. Ability to use one’s knowledge effectively and readily and execution and performance.(Merriam-Webster dictionary) Work Immersion. It is the key feature in the senior high school curriculum that will help develop learner’s life and career skills.(Barcelona,2018) Workplace. Place where people work, such as and office or factory or place where work is done.(Merriam-Webster dictionary)

CHAPTER II REVIEW RELATED LITERATURE This chapter presents the review of related studies and review of related literature of the study. Senior High School Program According to Melanie I. Cantos(2018), one of the teacher of Bataan National High School,during the hearing of the Crafting and Enhancement Basic Education Act of 2013, many Filipinos expressed opposition from both parents and educators as well. Due to the recognition given to the valid reasons of the oppositions, the law makers see the urgency of amending the age-old education system of the Philippines for the students to cope up with the challenges of the 21st century thus the proposed plan act was approved and acted in year 2013. The Enhanced Basic Education Act of 2013 stipulates that the two more years in high school shall be added, hence the creation of Senior high school. The purpose of this act is to enhance further skills and knowledge of students to be well equipped in facing the challenges that lay ahead to their curriculum exit. To ensure that objective would be met, DepEd include two tracks in the curriculum. The Academic track that includes various strands for those students who wants to pursue higher education in College and the Technical-Vocational Livelihood Track for students that would be opted to work or find job after Senior high school.

Work Immersion Program The work immersion for Grade 12 students have started their work immersion related to their chosen tracks. The immersion trains students to strengthen their work in the future. According to the Department of Education(2017), this program is an 80 hour hands on encounter. Wherein, Senior high school students must experience in an open genuine working environment setting and improve their abilities learned in school. Furthermore, the Department of Labour and Employment issued an advisory where students will work between 8:00 am until 5:00 pm every day for a minimum of 80 hours or a maximum of 240 hours per term. Students below 15 years old needs to have their parent’s consent and shall be at the workplace for at most 4 hours a day. state that the immersion program is the integral part of the k-12 program in fully realizing its goal to produce job-ready graduates equipped with industry-based. Work immersion enables learners to become familiar with the workplace, stimulate work and apply their competencies in authentic war environments. In addition, this is strengthened with the DepEd Order No. 30, s. 2017, the program aims to help develop life and career skills and prepare learners to decide regarding post-secondary education or employment The program Work Immersion for Grade 12 students will help develop the learner’s life and career skills. According to Department of Education(2017), this will prepare the students to make decision on post-secondary education or employment. DepEd hopes that the partner institutions will provide the learners with work immersion

opportunities, workplace or hands on experience and additional learning resources through partnership building. Furthermore, the work immersion aims to make the learner appreciate the importance and application of the principles and theories learned in school, it can also enhance their technical knowledge and skills, enrich work habits, attitudes, appreciation, and respect for work. This curriculum will prepare them in their curriculum exits that includes higher educations, employment, middles skills development and entrepreneurship, learners are not only able to apply their previous training but also able to experience the social interactions in a work environment. Communication skills Being able to communicate is perhaps the most important life skills. It passes information to other people and to understand what is being said. Communication is the act of transferring information from one place to another. It may be vocally, written, visually or non-verbal. Communication skills are needed to speak appropriately with wide variety of people whilst maintaining good eye contact, demonstrate a varied vocabulary and tailor your language to your audience, listen effectively, present your ideas appropriately, write clearly and concisely, and work well in a group. [1] Interpersonal skills People with strong interpersonal skills are often more successful in both their professional and personal lives. It include wide variety of skills though many are centered on communication such as listening, questioning and understanding body language. Interpersonal skills are also referred to as social skills, people skills or life skills. Many

people use the term communication skills for interpersonal skills, but it covers more including decision-making and problem solving plus working in a group or team and emotional intelligence. [2] Intellectual skills Intellectual skills are defined as the methods an individual can use to evaluate or organize information and data. One commonly recognize intellectual skills is critical thinking, which is the ability to analyze and interpret information to assess its context and validity. It includes multiple specific skills: asking questions about information, comparing material to known information and drawing connections between information and its context for analysis Zamboni(2010). Self-management Self-management skills refers to step, strategies and skills that individuals can use toward the achievement of goals. According to Larrocca (2017), the students with strong self-management skills arrived to class prepared, pay attention, follow directions, allow others to speak without interruption and work independently with focus. In addition, these skill can predict important like outcomes such as high school completion, physical health, income, and substance dependence. However, Lakien (1973) indicated that when a person who tries to manage himself or even participated himself in a training about selfmanagement a significant immediate long term effects and on their attitudes and behaviors. Furthermore, individuals who participated himself in a self-management program could have fewer job included tension, fewer stresses and greater job satisfaction done individuals did not .Macan(1990).

Learning skill Learning is about one thing to understand and discover new things and able to apply it quickly in real life. It also involves taking on new tasks and being able to adapt for change. There are ways to develop or improve their learning skills: doing a short course or an online course, researching skills and courses you’d like to do, starting a new hobby, joining or supporting volunteer group and teaching yourself in new skill. Career and Management Development Skills A person who keep on learning no matter what field he is, will surely develop and improve his skill. Career development is one of the key areas to become more effective at work. Some factors that can help a person to develop his career include: having a good attitude at work, identifying your priorities and building essential skills. These three things can have a positive impact in your effectiveness at work. Another important thing that contribute to your career development is setting goals. Great goal setting means you can take steps to improve any aspects of your work, and will allow you to progress professionally. Advantages of Work Immersion Program The number of youth unemployment hampers meaningful economic development of one country. And sometimes they lack knowledge, skills, and work experience. This, put them at an advantage. One way to address this is through the DepEd’s Senior High School Program and one of its components is the Work Immersion Program. According to DepEd(2018) through this program, the students can be ready for their big step in working and be comfortable and familiar with business-related conditions

in line with their specialization. In addition, Work Immersion is very useful as it helps the Senior High School students to assure if what they have chosen in school is what they want to have as a career. However, according to Ivy A. Lopez, Administrative Assistant II Roxas City Division, one of the advantages of work immersion is that this serves as the internship program to those who are soon will be stepping up in college. Furthermore, it is considered to be one of the most effective way to enhance the students’ skills in their chosen field. Work Immersion Program will help the students to acquire knowledge and experience that can contribute them to grow as individual professionals. Mrs. Melanie I. Carlos (Teacher II-Bataan NHS-SHS) conceptualized that work Immersion Program aims to expose students to the harsh realities of environment in a work place. Work Immersion’s main goal is to give students’ an in-depth learning experience of their supposed future work place. According to Mangaluz(2018), it acts as a preparation for students. By the end of the Work Immersion of students, they should be able to use the skills they have learned in school and apply them to real-life situations in an actual workplace.

CHAPTER III METHODOLOGY The content of this chapter includes the research design, statistical treatment of data that the researchers used to come up with respondents of the study, data gathering instrument, data gathering procedure, and scoring of accurate information and data. Research Design The researchers used descriptive design to figure out the Perceived Levels of Skills Enhancement in Work Immersion. It involves gathering of data using survey-questionnaire and quantitative approach. According to SAGE Publication (2018), quantitative research focuses on collecting data through polls, questionnaires and survey or by manipulating pre-statistical data using computational techniques. This method emphasized objective measurements and the statistical, mathematical or numerical analysis of data. Aligned with the study of SAGE Publication (2018), the researchers believed that using descriptive research design is beneficial to this study.

Respondents of the Study The respondents of the study are Senior High School students from Grade 12. There are 34 students from ICT-CSS (Computer Software Servicing) and 15 students from STEM (Science, Technology, Engineering and Mathematics).

There are 49 respondents of Grade 12 students from Paharang Integrated School.

Data Gathering Instrument The researcher(s) used a constructed questionnaire from a related study to easily determine the skills enhanced in the work immersion experienced of the students. The study aimed to know the skills enhanced and skills to improve, wherein the questionnaire will be used for determining it. It doesn't need to validate the questionnaires since the questionnaires were adopted from other study. There's no validation on the questionnaires. Afterwards, the researchers gave the students the questionnaires that is needed to answer during the class hours as permitted by the school head. The researcher(s) used a 5 point Likert scale in interpreting the results. In the Likert scale technique, the degree of agreement or disagreement is given a numerical value ranging from one to five, thus a total numerical value can be calculated from all the responses. The equivalent weights for the answers are:

Rank

Range

Interpretation

Level

4

3.35-4.00

Strongly Agree

Very High

3

2.55-3.34

Agree

High

2

1.75-2.54

Disagree

Low

1

1.00-1.74

Strongly Disagree

Very Low

Data Gathering Procedure Procedures were followed by the researchers for the fulfillment of the study.

Choosing the Title. Title is a must for a study which was approved and defended to the panelist. Instrument Preparation. Existing questionnaire that was already validated is used for the study. This is to ensure that the tool is reliable and valid. Administering the Questionnaire. Questionnaires are personally distributed by the researcher(s) during class hours. Clear explanation of the objectives was discussed to the participants and the confidentiality is given in order to assure cooperation.

Statistical Treatment of Data Senior high students of Paharang Integrated School are given a time to answer the questionnaire. The following statistical formulate were used are:

1. Percentage. It is the number or ratio in relation to a whole and in this study, it will be used to determine the percentage of the profile of the respondents in terms of sex, age, strand and partner institutions. 2. Frequency. This refers to the number of times that the periodic function repeats. It will be used to determine the frequency counts of personal related variables of the respondents. 3. Ranking. It is a position in a scale of achievement or status that will be used to determine the positional importance of the responses. 4. Weighted Mean. This refers to the computed average of the values of a set of items. It will be used to determine the assessment of the respondents with regards to their personal profiles. 5. Composite Mean. It is the computed mean of the variables and it will be used to determine the average of each variables of the respondents. 6. f-Test. It is a statistical test that is used to determine whether two population have the same variances. It is particularly used to analyze and test the difference between variables in terms of partner institutions. 7. t-Test. It is a kind of hypothesis testing tool and in this study, it was used to determine if there is a significant difference between the means of two groups which are sex and strand.

CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter shows the presentation of data gathered, analyzed and interpreted by the researchers using appropriate statistical tool to answer the problems stated in Chapter I. Part 1: Demographic Profile of the Respondents This part discussed the demographic profile of 49 students of Grade 12 STEM and ICT (CSS) of Paharang Integrated School, who became the respondents of the study that answered the survey questionnaires given by the researchers. The description of the study includes the sex, strand and partner institutions.

Table 1.1 Sex of the Respondents

Sex

Frequency

Percentage (%)

Male

16

32.7

Female

33

67.4

Total

49

100

Table 1.1 displays the frequency and percentage distribution of the students in terms of their sexes. The table shows that most of the students who participated in the study are females with (67.4%) while the males has (32.7%).

Table 1.2 Strand of the Respondents Strand

Frequency

Percentage (%)

STEM

15

30.6

ICT

34

69.4

Total

49

100

Table 1.2 present the different strands that the immersionist are currently taking. In 49 students who participated, 30.6% of them are under the STEM (Science, Technology, Engineering and Mathematics) while the ICT (Information and Communication Technology) has 69.4% being them the most number of respondents.

Table 1.3 Partner Institution of the Respondents Partner Institution

Frequency

Provincial Engineering’s 5

Percentage (%)

10.2

Office (PEO) Red Cross Batangas City 15 Chapter

30.6

BANAPRA

4

8.2

NIVRAM

4

8.2

MCTech

11

22.4

Scholarship Office

10

20.4

Total

49

100.0

Table 1.3 presents the different partner institutions of the respondents during their work immersion. Most of the immersionist came from Red Cross Batangas City Chapter with 30.6% and NIVRAM and BANAPRA have the least number of immersionist and also have same percentage with 8.2%.

Part 2 Perceived Levels of Skills Enhancement in Work Immersion Part 2.1 Communication Skills Item

Weighted Mean

Level

Rank

1.communication skill effectively and appropriately on a one-toone basis.

3.45

Very High

2

2. oral presentation ability to present ideas orally to an

3.27

High

4

audience; to discuss and argue a case. 3. willingness and able to hear and actively comprehend verbal messages without undue blocking through, for e.g., prejudice or assumptions.

3.51

Very High

1

4. written skills by (grammatically accurate reports) right style for the right occasion.

3.22

High

5

5. computer literacy ability to use computer applications (encoding and installing) appropriate to the vocational direction you are pursuing.

3.29

High

3

Composite Mean

3.35

Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows that the statements with the highest weighted mean of 3.45 and 3.51 are the statement 1 and 3. This means that the communication skill and their willingness in their work immersion is effective to the students, while statement 2, 4 and 5 with a weighted mean of 3.27, 3.22 and 3.29 have the least weighted mean. According to Pederson(2009), effective communication in the workplace is open, candid and plays a backbone role. In order to get things work effectively, effective communication is very important. However, it is one the most important work ethics that is used within the workplace. (Montgomery, 2008). Part 2.2 Interpersonal Skills

Item

Weighted Mean

Level

Rank

1.social competence ability to relate to others; socially at ease with people from a variety of backgrounds

3.39

2. self-confidence in being active in cooperating in a group task

3.41

Very High

3

3.group/teamwork ability to cooperate with others and make a variety of contribution (e.g., ideas organization) in a joint venture

3.67

Very High

1

4. leadership ability to manage, guide, facilitate a group or activity so as to maximize its success and the contribution of participants

3.39

Very High

4.5

5.organization skills in responding to the request of others

3.47

Very High

2

Composite Mean

3.47

Very High

4.5 Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of students in terms of interpersonal skills. All of the statements have a very high level of skills enhancement based in their weighted mean. According to Tucker (2019), effective interpersonal skills ensure your success as a team player at work. Strong interpersonal skills help you build connections with your co-workers. Without this skills, co-workers and supervisors might view the person as aloof, self-focused and

unapproachable. Effective interpersonal skills produce strong team leaders, supervisors and managers. According to a 2007 interpersonal study conducted by a Tracom Group, 84.8% of the business professionals witnessed an executive level leader skills and 90.2% of executives said effective communication was a key ingredient for entry-level managers to move into executive level positions. Part 2.3 Intellectual Skills Item

Weighted Mean

Level

Rank

1. creativity using imagination and innovate, develop ideas to carry out plans

3.39

Very High

2

2. critical/analytical thinking ability to consider issues

3.27

High

4

3. problem solving ability to confront obstacles in pursuing an objective and arrive at positive ways of overcoming them

3.16

High

5

4.reasoning ability choose wise decision

to

3.49

Very High

1

5.comprehension ability in acquiring knowledge, expressing ideas and opinions through discussion and writing

3.37

Very High

3

Composite Mean

3.33

High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of students in terms of intellectual skills. Statement 1, 4 and 5 have the weighted

mean of 3.39, 3.49 and 3.37 that has the level of very high while statement 2 and 3 have the weighted mean of 3.27 and 3.16 with a level of high. According to Infarner(2006) and Miller(2009), over 2500 years ago, Socratic method were started by Socrates and began teaching what is today known as critical thinking. The method of teacher and student volleying information and questions back and forth in order to share dialogue and engage in an exchange of ideas has been dubbed the Socratic Method (Chapman, n.d.). It was supported by Le & DeFlippo(2008) and Miller(2009) that thismethod brings the students’ eagerness to learn alive by probing their beliefs and achieving a higher level of understanding rather than spewing memorized facts. Furthermore, critical thinking allows students to clear up misconceptions, discover half-truths, unravel derisory beliefs, investigate self-contradictory attitudes and scrutinize inadequate evidence (Edmonds, Hull, Janik & Rylance, 2005; Firey, 1999). Part 2.4 Self-Management Skills Item

Weighted Mean

Level

Rank

1.Pro-active approach ability to initiate activities without the need of prompting others

3.33

High

5

2.patience that allows me to remain calm and untroubled when faced with delays and problems

3.49

Very High

2

3.self-presentation ability to demonstrate in an appropriate manner, in oral,

3.47

Very High

3.5

written and physical form, the qualities you possess 4. responsibility ability to act or decide on your own, without supervision

3.47

Very High

3.5

5. self-discipline ability to manage yourself in reaching goals and carrying out tasks

3.59

Very High

1

Composite Mean

3.47

Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of students in terms of self-management skills. Statement 2, 3, 4 and 5 have the weighted mean of 3.49, 3.47, 3.47 and 3.59 that has the level of very high while statement 1 have the weighted mean of 3.33 that shows high level. According to Ducker(1999) appropriate self-management is also crucial for knowledge workers success. It was supported by Kearns and Gardiner(2007) that planning and prioritizing are very important in a world where available time is limited and knowledge workers are expected to be able to cope with the high pressure of many activities at the same time and such as needs high self-management skills. So far, self-management has not got a lot of attention in the field or workplace.

Part 2.5 Learning Skills Item

Weighted Mean

Level

Rank

1.active learning willingness to take an active

3.51

Very High

3

role responsibility for my own learning 2. learning diagnosis ability to identify what I know and what I don't know

3.47

Very High

4

3. learning planning ability to plan learning and to set targets

3.45

Very High

5

4.learning resources ability to identify resources for learning (people, books, software, etc.)

3.61

Very High

1

5. learning reflection ability to reflect on learning

3.53

Very High

2

Composite Mean

3.51

Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of students in terms of learning skills. All of the statements have a very high level of skills enhancement based in their weighted mean. According to the study “A Study Contrasting Employer and Student Expectations of a Work Experience Program’’ (2000) by the Graduate College University of Wisconsin-Stout, when the students are involved in work based-learning which necessitated more higher level of learning and skills, students generally found their work-based experiences to not only be rich in opportunities to practice, but were providers of increased skills in problem-solving critical thinking, and team work skills. They saw their work-based experiences as an effective way to gain many of the skills needed to succeed in an ever increasing technological workplace.

Part 2.6 Management and Career Development Item

Weighted Mean

Level

Rank

1.career employment awareness ability to identify a range of options open to me in work and in community life and have a realistic sense of what qualities they might require

3.47

Very High

2.5

2. decision making ability to weigh alternative approaches and make a commitment to and carry out a selected option

3.45

Very High

4

3. breadth (wide scope or range of something) of vision to recognize opportunities, ability to perceive the possibility of future developments

3.33

High

5

4. organizational skills ability to make and carry through an action plan with others to achieve a given objective

3.55

Very High

1

5.coordinating ability to contribute in an assigned task that lets the organization act as a unified whole

3.47

Very High

2.5

Composite Mean

3.45

Very High

Legend: 1.00-1.74 Very Low, 1.75-2.54 to Low, 2.55-3.34 to High, 3.35-4.00 to Very High

The table shows the level of skills enhancement in work immersion of students in terms of career and management skills. Statement 1, 2, 4 and 5 have the weighted mean of 3.47, 3.45, 3.55 and 3.47 that has the level of very high while statement 3 have the weighted mean of 3.33 that shows high level. A study by Poole(1993) listed skills schools need to teach such as understanding how to apply and interview for a job, possessing good work habit and attitudes adapting to change and learning new skills, solving problems, and developing thinking skills. Many of these skills are often related to the vocational programs as many feel that general employability skills and career decision making skills are the responsibility of vocational education (Jennings,1995).

Part 3: Is there a significant difference on the assessment of the students’ skills developed on work immersion when they are grouped according to their profile variables? Part 3.1 Significant difference in terms of sex

Variable

F Value

P Value

Significan t Or Not

Decision

1.Communication Skills 0.18

0.67

Not Significant

Accept H0

2. Interpersonal Skills

0.26

0.61

Not Significant

Accept H0

3. Intellectual Skills

0.36

0.55

Not Significant

Accept H0

4. Self –Management

1.43

0.24

Not Significant

Accept H0

5. Learning Skills

1.86

0.18

Not Significant

Accept H0

6. Management and 1.34 Career Development

0.25

Not Significant

Accept H0

Table 3.1 displays the significant difference between the sex of the respondents/immersionist and their perceived level of skills enhancement during their work immersion. An independent t-test suggested that there are no significant differences between the level of skills enhancement of the male and female immersionist because the significance of the t-test results are greater than 0.05 for communication skills, interpersonal skills, intellectual skills, self-management skills, learning and career and management skills. Therefore the null hypothesis is accepted. According to Elesser(2015), male and female leaders essentially behave in a very similar manner, yet are described quite differently. For Reddy(2018), all leaders regardless of their sex and age, have certain traits in common. For example, they are organized, ambitious and intelligent. Part 3.2 Significant difference in terms of strand

Variable

F Value

1.Communication Skills 0.002

P Value

Significan t Or Not

Decision

0.97

Not Significant

Accept H0

2. Interpersonal Skills

1.54

0.22

Not Significant

Accept H0

3. Intellectual Skills

0.77

0.39

Not Significant

Accept H0

4. Self –Management

39.35

0.00

Significant

Reject H0

5. Learning Skills

6.03

0.02

Significant

Reject H0

6. Management and 2.97 Career Development

0.09

Not Significant

Accept H0

Table 3.1 In terms of Self-Management and Leaning skills there is significant difference between the strands that the immersionists belongs to. According to Suess(2015), self-management refers to a combination on how people manage themselves in their work. In Learning skill, “A Study Contrasting Employer and Student Expectations of a Work Experience Program’’ (2000) by the Graduate College University of Wisconsin-Stout, when the students are involved in work based-learning which necessitated more higher level of learning and skills, students generally found their work-based experiences to not only be rich in opportunities to practice, but were providers of increased skills in problem-solving critical thinking, and team work skills. The difference with the students’ strands affects their learning ability and management skills to adjust and relate their own knowledge because it is different and not aligned with the strand they took.

Part 3.3 Significant difference in terms of Partner institution Variable

F Value

P Value

Significan t Or Not

Decision

1.Communication Skills

0.37

0.87

Not Significant

Accept H0

2. Interpersonal Skills

1.17

0.34

Not Significant

Accept H0

3. Intellectual Skills

1.38

0.25

Not Significant

Accept H0

4. Self –Management

1.46

0.22

Not Significant

Accept H0

5. Learning Skills

1.61

0.18

Not Significant

Accept H0

6. Management and 0.60 Career Development

0.70

Not Significant

Accept H0

Table 3.1 displays the significant difference between the partner institutions of the respondents/immersionist and their perceived level of skills enhancement during their work immersion. An independent t-test suggested that there are no significant differences between the level of skills enhancement of the immersionists in their partner institutions because the significance of the t-test results are greater than 0.05 for communication skills, interpersonal skills, intellectual skills, self-management skills, learning and career and management skills. Therefore the null hypothesis is accepted.

CHAPTER V SUMMARY OF THE FINDINGS, CONCLUSION AND RECOMMENDATIONS This chapter presents the summary of the findings, conclusion and recommendation of the study.

SUMMARY This study aims to identify the perceived level of skills enhancement in work immersion in terms of communication skills, interpersonal skills, intellectual skills, self-management, learning skills and management and career development. The findings of the study are based on the data gathered through a survey questionnaire conducted at Paharang Integrated School with a total of 49 immersionists from ICT (CSS) and STEM. Descriptive research design with a checklist questionnaire was used in the study and quantitative method was used ti interpret the data gathered. FINDINGS 1. In total, there are 49 respondents from Paharang Integrated School. 1.1 Sex From the respondents, there are 16 males (32.7%) and 33 females (67.3%). 1.2 Strand From STEM students, there are 15respondents (30.6%) and 34 respondents (69.4%) from ICT.

1.3 Partner Institution From the respondents, there are 5 immersionists (10.2%) in Provincial Engineering Office; 15 (30.6%) in Red Cross; 4 (8.2%) in

BANAPRA and NIVRAM Computer Center; 11 (22.4%) in MCTech and 10 (20.4%) in Scholarship office. 2. The findings of the study shows that the students perceived their skills during their work immersion program. In terms of Communication skills, the composite mean is 3.35 with a very high level. The second item which is the Interpersonal skill has a composite mean of 3.47 with very high level. The third item has a composite mean of 3.33 with a high level of Intellectual skill. The fourth item has 3.47 composite mean with a very high level of Self-management skills. The fifth item is the Learning skill that has 3.51 composite mean with a very high level. Lastly, in terms of Management and Career Development skill, the composite mean is 3.45 with a very high level. 3. When the respondents are grouped according to their sex, strand and partner institution. The result of the data gathered shows that there is no significant difference in terms of sex and partner institutions. In strand, the data gathered has significant difference with its variables. Both male and female has the same level which is very high. In terms of Strand there is a significant difference because Self-management skills and learning skills of the students from different strand has different set of subjects and knowledge to cope up with the challenges in their workplace. Conclusion

From the summary of findings, the following conclusions are deducted. 1.

In terms of sex, most of the respondents are female with the frequency of 33 or 67.3%. While in the distribution of the respondents according to their strand, most of the respondents belong to ICT with a frequency of 34 or 69.4%. The frequency of 15 or 30.6% of them spent their immersion at Red Cross Batangas Chapter.

2.

Based on the level of skill enhancement during work immersion in terms of intellectual skill indicates that the immersionists are at high level having a composite mean of 3.33. There is significant difference with the self-management and learning skill according to their strand.

3.

There is no significant difference with the sex of the respondents and partner institutions to their level of skills enhanced during their work immersion program. Therefore, the null hypothesis is accepted.

4.

From the data gathered, it is concluded that students must choose their own partner institution according to their strand and it must be aligned with their preferred exit after Senior high school.

Recommendations From the conclusion of this study, the researchers highly recommend the following: 1. Good partnership with other institutions incline with the strand of the future immersionists.

2. Grade 12 students must have a symposium regarding their partner institutions. 3. To the future immersionists, they must choose the right institution or work immersion place that is suitable to their strand. 4. Partner institution must have activities that will enhance the skills of the immersionists. 5. Conduct another study related to this topic. Partner institutions can be respondents too.