Challenges Encountered by the grade 12- CSS A students of Daniel

Maramba National High School in Work Immersion

A Research

Presented to the Faculty of the

Senior High School Department

Daniel Maramba National High School

Sta. Barbara

In Partial Fulfillment

of the Requirements for the Subject

Practical Research II

Researchers:

Leonel A. Reyes

CENDYRELLA I. MANUEL

ERIKA DANIELLE D. ZULUETA

MARJIE F. LOREZCO

JHONPAUL DV. MACALANDA

KYLE CEDRIC T. CRUZ

MICHELLE C. OSIAN

PRINCESS Z. SALAZAR

RENZEL RAMOS

March 2019

i
ACKNOWLEDGMENT

Success and fulfillment would not be achieved without the help, assistance,

pieces of advice, inspirations and unparalleled expertise of the people who have a

bid share in this research study.

First, the researchers’ wishes to express their heart – felt gratitude to their

respective families, especially to Zulueta Family and Lorezco Family for accepting

the researchers to stay in their house during the period of this research study.

To their beloved research adviser, DR. KRISTINE E. TAMAYO for their

incessant guidance, without her the research cannot come in present shape and

form. She had motivated the researchers to take the research at heart for the best

outcome and corrected the mistakes.

their members of the panel, for helping them to improve and develop their study

through suggestions and corrections of their papers for further development.

To all their FRIENDS AND CLASSMATES for their endless support to

accomplish this task.

To all their compassionate fellow SENIOR HIGH SCHOOL STUDENTS

from Daniel Maramba National High School who rendered their unselfish help and

inspiration and push the researcher to finish their dreams in life.

ii
 Above all, the Lord JESUS CHRIST, who gave them strength, good health,

wisdom, courage and determination to pursue their goals in life .

Thank you very much! You are all everything to them. GOD BLESS.
C.I.M
E.D.D.Z
M.F.L
J.DV.M
K.C.T.C
M.C.O
P.Z.S
L.A.R
R.R.R

iii
 DEDICATION

The authors

Dedicate their piece of work

To their Research Adviser,

Dr. Kristine E. Tamayo,

To their ever – supportive parents,

To their siblings,

To their special someone

To all who in one way

Or another has helped them made this research

With success and above all to the

Divine Creator for his unending love,

Guidance and wisdom

This humble piece is reverently dedicated…

-Cendyrella, Erika, Marjie, Jhnopaul, Kyle, Michelle, Princess, Leonel, Renzel-

iv
 ABSTRACT

Title: Challenges Encountered by the grade 12- CSS

A students of Daniel Maramba National High
School in Work Immersion

Authors: Cendyrella I. Manuel

Erika Danielle D. Zulueta
Marjie F. Lorezco
Jhonpaul Dv. Macalanda
Kyle Cedric T. Cruz
Michelle C. Osian
Princess Z. Salazar
Leonel A. Reyes
Renzel Ramos

Institution: Daniel Maramba National High School

Research Adviser: Kristine E. Tamayo, Ph. D.

The research was conducted to determine the challenges encountered by the

grade 12- CSS A students and the level of challenges that affect their work

immersion. The study used the descriptive method. The thirty- eight (38) students

of 12- CSS A were the main sources of data in the study. Average weighted mean

was used to determine the result. The following findings are: 1. The challenges

encountered by the grade 12- CSS A students in their work immersion is high

extent with overall weighted mean of 2.57. 2. Coping measures were proposed for

the respondents to surpass the challenges they encountered in their work

immersion. The following conclusions are drawn: 1. Majority of the challenges

encountered by the respondents has a huge impact in their work immersion. 2.

The respondents did not reach the proposed coping measures to surpass these

challenges hence they encountered a high extent effect of challenges in their work

v
immersion. The following recommendations are suggested: 1. The school

administrators should design an effective program to address the challenges in

work immersion and propose coping strategies. 2. The parents should support and

encourage their son/daughter to keep them motivated in their work immersion. 3.

The teachers should suggest additional coping measures to help the student

surpass the challenges they encountered in work immersion. 4. Further conduct of

the study is recommended.

vi
Table of Contents

Page

TITLE PAGE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii

DEDICATION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

TABLE OF CONTENTS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

CHAPTER I: INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

Theoretical / Conceptual Framework

and Research Paradigm . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Scope and Delimitation . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

CHAPTER II: REVIEW OF RELATED LITERATURE

AND STUDIES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Related Literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8

Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

CHAPTER III: METHODOLOGY . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Population and Locale of the Study . . . . . . . . . . . . . . . . . . . . 17

vii
 Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Data Gathering Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Treatment of Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

CHAPTER IV: RESULTS AND DISCUSSIONS 20

CHAPTER V: SUMMARY, CONCLUSIONS AND

RECOMMENDATION . . . . . . . . . . . . . . . . . . . . . . . . 23

Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Conclusions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

BIBLIOGRAPHY . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

APPENDIX

A QUESTIONNAIRE . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

CURRICULUM VITAE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

viii
 CHAPTER I

INTRODUCTION

Background of the study

Education in the Philippines is managed and regulated by the Department

of Education or DepEd together with Commission on Higher Education or CHED.

These department controls the Philippines education system, especially the

curriculum used in schools.

The Philippines implemented a new curriculum which started last 2012-

2013. This is the shift from Basic Education Curriculum to the new K to 12

Curriculum. The said innovation in the Philippines education has been made

legally by the Republic Act 1033 or The Enhance Basic Education Act of 2013. It

states that the graduate of basic education shall be an empowered individual who

has learned through a program that is rooted on sound educational principles and

geared towards excellence, the foundations for learning throughout life, the

competence to engage in work and be productive, the ability to coexist in fruitful

harmony with local and global communities, the capability to engage in

autonomous, creative and critical thinking and the capacity and willingness to

transform others and one’s self (Legal Basis).

One of the goal of K to 12 Basic Education program is to develop in learners

the competencies, work ethics and values relevant to pursuing further educational

1
and/or joining the world of work. In order that the nations development target will

be realized and to achieve greater congruence with the basic education, work

immersion is a required subject that has been incorporated in the curriculum

(DepEd Order No. 30 series of 2017).

Under Annex A of Work Immersion Curriculum Guide, it was emphasized

that through work immersion, students are exposed to and become familiar with

work related environment related to their field of specialization to enhance their

competence. Specifically, the students are able to: (i) gain relevant and practical

industrial skills under the guidance of industry experts and workers; (ii) appreciate

the importance and application of the principles and theories taught in school; (iii)

enhance their technical knowledge and skills; (iv) enrich their skills in

communications and human relations; and (v) develop good work habits, attitudes,

appreciation and respect for work. These prepare them to meet the needs and

challenges of employment or higher education after graduation.

The learning experience that the students can get from work immersion can

range from 80 to 320 hours will surely enable and help students as they familiarize

themselves with the workplace and apply the competencies in area of

specialization. This work immersion will provide the students to acquire relevant

skills by performing in actual work setting (Lazada M., 2017).

Academic institutions are faced with challenges particularly on the skills

they produced which do not much the needs of the industry. A significant number

of graduates today are unable to fill the job openings due to job skill mismatch.

2
 Russian students face certain problems and life complicating adaptation to

a new lifestyle, to the new educational environment of Russian high schools to a

completely modern and cultural environment. The leading method of case study,

which allows to focus on practical knowledge about real everyday situations faced

by students in Russia (Baklashova and Kazakov, 2016).

There are many different delivery models offered by DepEd to be chosen

according to learners purposes, needs and partnership arrangement yet great

challenges are being faced by many internal stakeholders like school, teachers,

parents, students and partner institutions. Thus, the concern on the achievement

of the objectives of work immersion remains a challenge.

Statement of the Problem

The study aimed to identify the challenges encountered by the Senior High

School students of Daniel Maramba National High School in Work immersion and

propose coping strategies to address these challenges.

1. What is the level of challenges that affect the respondents’ work

immersion?

2. What are the suggested measures to surpass those challenges?

Theoretical Framework

This study was supported by John Dewey’s Learning Theory. The said

theory focuses on the proponents views on education that emphasizes the need

3
to learn is by doing. Dewey believes that through hands-on approach and

interacting with the environment, students will learn better.

Dewey saw experiences as an opportunity to educational growth (Neubert,

2009). He writes that all people know about content only as they experience it and

reflect it upon with their minds. Reality is not abstract thing that exist outside a

person’s experiences but rather experience defines reality. Thus, in order to adapt,

develop and learn, students must experience the reality.

Conceptual Framework

INPUT PROCESS OUTPUT

A. Challenges Data analysis Proposed coping

encountered by the measures to

Senior High School Assessment of data address the

in work immersion. challenges

a. Safety encountered by the

Interpretation of
b. No Allowance Senior High School
data
students of Daniel
c. Linkages
Maramba National
d. Poor Survey
High School.
Communication

Skills

4
Significance of the study

The study aims to determine the challenges encountered by the Senior High

School students of Daniel Maramba National High School on the implementation

of work immersion.

The result of this study will be significant to the following:

1. School Administrations – the study can be used as basis for implementing

programs for the Senior High School students enhancement for learning.

2. Teachers – this will help the teachers to improve their teaching techniques and

could somehow give their students some idea to overcome their challenges.

3. Students – the study will help the students cope up with their challenges

encountered in work immersion.

4. Parents – this will let the parents become aware on what are those challenges

encountered by the son or daughter on their work immersion.

5. Researchers – this study can widens the knowledge and may be one of the

bases that a new learning will arise.

6. Future Researchers – this study provides insights regarding the challenges

being encountered by the Senior High School students during their work immersion

that could serve as a reliable source of information.

5
Scope and Delimitation of the Study

Focus of this study was to identify the challenges being encountered by the

Senior High School students of Daniel Maramba National High School in work

immersion. The respondents of the said study composed of the whole class of

grade 12 Computer System Servicing Section A who underwent work immersion.

They were selected through purposive sampling.

Definition of Terms

 Challenges – are tasks or problems faced by the students during their work

immersion.

 Work Immersion – a key feature in the Senior High School curriculum that

consist of 80 hours hands-on experience or work simulation which grade 12

students undergo to expose them to actual work.

 Computer Science Servicing – This track is designed to develop the

knowledge, skills and attitude of a student. It will help a student on how to

install, maintain, configure and diagnose of computer systems.

 Senior High School – the training ground of the students to be prepared in

college.

 Students – the people who attend school that needs to learn knowledge and

skills.

6
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter of research contains professional and academic literatures and

studies related to the study. This will let the readers to gain additional knowledge

and information about the topic of the study.

Local Literature

Work immersion program is a good program for augmenting the knowledge

skills and competencies of the task and activities include in the work immersion

are routine that do not really require the application of the higher knowledge, skills

and competencies learned in classroom (Cristobal, 2008).

Work immersion takes place when students are on their higher years of their

studies. Skills can be gained while trainees carrying out their jobs. It also provides

some hands-on training experience while learning the job. It can help them get

promotions or learn a task under guidance of people who do the task everyday

and who know the best way to do it (Dizon, 2000)

7
Foreign Literature

Schools have always played a vital role in ensuring that students have the

skills needed for the job or career they have chosen. The key function of education

is to fully prepare students for life after schooling preparation for the world of work

is a necessary and vital part of that equation. As our society and economy

continues to evolve, it may be time to rethink how public education aids students

in career and education pathways. Additionally, due to the present economic and

social changes our government is dealing with, it is imperative that we think more

deeply about the future of those students who will enter the workforce immediately

after high school (Connelly, 2013).

Student’s experiences with diversity leads to a positive impact on problem

solving, ability to work with others, appreciation and respect for diversity through

the experiences differs for international and local students (Denson and Zhang,

2010).

Work immersion focuses on the acquisition of skills within the workers

environment generally under normal working conditions. Through work immersion,

students acquire both general skills that they can transfer from one job to another

and specific skills that are unique to a particular job. Moreover, work immersion is

the oldest form of training. Prior to the advent of off-site training classrooms, the

only practical way of learning a job is working alongside an experienced worker in

a particular trade or profession. It is practical method that offers an easier and

8
more effective method to ensure that education is constantly improving (Manask,

2002).

The students can easily relate to the situations and experiences new to

them. They can easily adapt to the situations they are into. Students nowadays are

flexible that is why they can easily gain knowledge. A study of different experiences

has shown important effect in hospitality industry. The students will probably pass

through a period of shyness and self-consciousness towards many people but after

they had undergone that period, the students develop more confident in

themselves (Arduser, 2006).

One of the challenges faced by the students during work immersion was,

they were given a task that is not related to their field. This situation will make them

feel that they were not succeed to fulfill their objective of the work immersion and

at the same time, it will not motivate them to come and enjoy their work (Ayob A.,

2012).

No allowance also considered as a challenge they have to face during work

immersion. For the students, the allowances will give more motivation for them to

start their day as trainees and focus on the task given. It will help them to reduce

the budget and the cost of living. This was agreed by Richard Bukaliya (2012) and

states that the industry that offer the placement for OJT students should offer to

give some allowances as a small taken to cover their daily expenses.

Another is the students’ communication skill. Based on the study “

Approaches to training and development”, effective learning occurs when the

9
senses are stimulated. It said that the vast majority of knowledge held by adults

(75%) is learned through seeing. Hearing is the next most effective (about 13%)

and the other senses- touch, smell and taste account for 12% of what they now

(Laird D., 2000).

Students need to improve their communication skill. Some of the students

need to improve their confident level regarding communication and reporting to

their superior. Students or the trainees need to be trained through technical

communication classes to teach them how to communicate effectively during their

work immersion period (Hassan, 2012).

CHAPTER III

10
 METHODOLOGY

This chapter of research contains the method and procedure used in

conducting the study. This includes the research design, population and locale of

the study, research instrument, data gathering procedures and treatment of data.

Research Design

This study used a descriptive method of research to determine the challenges

encountered in the work immersion. This method of research intended to find

existing facts that shall serve as information process in the study.

Population and Locale of the study

The population of this study conducted among Grade 12 Computer System

Servicing Section A. This class composed of 38 students who had undergone work

immersion. They were selected through clustered sampling.

Research Instrument

11
 The study used a survey-questionnaire instrument to gather data. This

instrument is designed to seek information in order to assess the challenges

encountered by the students in work immersion.

The researchers consulted Doc. Kristine E. Tamayo of Daniel Maramba

National High School for the clarity and objectivity to ensure the effectiveness of

this argument. These were answered through likert scale.

Data Gathering Procedure

The data for this research were collected using a survey questionnaire. The

survey was created using suitable questions formed by the Researcher. It was

compromised of 12 questions which are related to the participant’s perception

regarding challenges they encountered in work immersion. Likert scale was used

determine if the respondent’s reaction to each statement is very high extent, low

extent or very low extent.

Treatment of Data

To determine the challenges encountered by the Senior High School Students

in work immersion, average weighted mean was used.

Average Weighted Mean. The data collected will be treated with the use of

frequency distribution, percentage and weighted mean. Mean is denoted by x

given the formula below.

∑fx
x̄ = ∑f
Where:
x̄ = weighted mean
12
 F = frequency

X = numerical equivalent of responses

Likert scale. Below are the descriptions for the responses of respondents in every

item.

Scale Descriptive Rating

4 Very high extent

3 High extent

2 Low extent

1 Very low extent

CHAPTER IV

RESULTS AND DISCUSSIONS

13
 This chapter presents the data gathered, the results of statistical analysis

done and the interpretation of findings. The presentation of the result is done in a

tabular form.

Table 1 shown the level of challenges that affect the respondents in

work immersion

CHALLENGES AFFECTING WORK IMMERSION AWM DI

1. Open to constructive criticism 2.76 HE
2. Perform assigned task beyond the assigned time. 2.59 HE
3. Lack cooperation with all of the other members of the 2.61 HE
organization.
4. The facilities and equipment used in the place of 0JT 1.97 LE
are not modernized
5. Task that is not related to the course should not be 2.34 LE
given.
6. The trainer sets standards to be followed by the 2.92 HE
practicumer.
7. Lack of self-confidence. 2.16 LE
8. Time conflicts between classes and the on the job 2.58 HE
training schedule.
9. The distance of the cooperating firm is too far from 2.61 HE
school or my home.
10. Inadequate knowledge regarding the task assigned to 3.39 VHE
me.
11. There is a risk of accident in the place. 2.32 LE
12. Lack of knowledge on the job assigned. 2.55 HE
OVERALL WEIGHTED MEAN 2.57 HE
Legend:

3.26-4.00 Very High Extent (VHE)

2.51-3.25 High Extent (HE)
1.76-2.50 Low Extent (LE)
1.00-1.75 Very Low Extent (VLE)

It appears on the data gathered that the level of challenges that affect the

work immersion of grade 12- CSS A of Daniel Maramba National High School is

High Extent with the overall weighted mean of 2.57. This means the challenges

14
encountered by the respondents highly affects their performance during the work

immersion.

However, the following are challenges which resulted in a low extent: a)

Lack of confidence b) There is a risk of accident in a place, c) The task that is not

related to the course should not be given and d) The facilities and equipments in

the place of OJT are not modernized having the least average weighted mean of

1.97. This means that these challenges affect the respondents' performance on

work immersion slightly.

On the other hand, the inadequate knowledge regarding the task assigned

to the respondents resulted in a Very High Extent with the mean of 3.39. The

findings imply that the assigned task to the students depends on their field of

specialization so that having an insufficient knowledge on the task assigned will be

avoided. Thus, it will not affect their work immersion so much. According to Adam

Smith in his book "The wealth of Nations," specialization allows workers to develop

more skills in their specific tasks. Specialization increases output because workers

do not lose time shifting among different tasks. Smith also believed that workers

with specialties were more likely to innovate, to create tools or machinery to make

their tasks even more efficient ( Adeyoyin, Samuel Olu et al., 2015).

Meanwhile, the following are the challenges found to have a high extent of

effect to respondents' performance in work immersion: a). Open to constructive

criticism, b). Perform assigned task beyond the assigned time, c) Lack cooperation

with all the other members of the organization d) The trainer sets standards to be

15
followed by the practicumer e). Time conflicts between classes and on the job

training schedule and f). The distance of the cooperating firm is too far from

school/home.

To surpass these challenges, the researchers recommend the following

measures:

 Seminar for students- provides a seminar for students to engage in the

discussion about their work immersion to gain insights on the possible

challenges that they may encounter.

 Orientation Program- the school should organize orientation program for

students about their work immersion so that they can familiarize themselves

and would become aware of what they are going to do.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

16
 This chapter presents the summary, findings, conclusions drawn and

recommendations made in the study.

Summary

A descriptive method was utilized as an investigation of this study. The

thirty-eight (38) students from Grade 12 Computer System Servicing section A of

Daniel Maramba National High School were the sources of data of this study.

These respondents were given a survey- questionnaire to collect the needed data.

Average Weighted Mean was used as a tool of this study.

Findings

The significant findings of the study are the following:

1. The challenges encountered by the grade 12- CSS A students in their

work immersion is high extent with overall weighted mean of 2.57.

2. Coping measures were proposed for the respondents to surpass the

challenges they encountered in their work immersion.

Conclusions

In the light of foregoing study, the following conclusions were drawn:

17
 1. Majority of the challenges encountered by the respondents has a huge

impact in their work immersion.

2. The respondents did not reach the proposed coping measures to surpass

these challenges hence they encountered a high extent effect of challenges in their

work immersion.

Recommendations

Based from the conclusions drawn, the following recommendations are

made below:

1. The school administrators should design an effective program to address

the challenges in work immersion and propose coping strategies.

2. The parents should support and encourage their son/daughter to keep

them motivated in their work immersion.

3. The teachers should suggest additional coping measures to help the

student surpass the challenges they encountered in work immersion.

4. Further conduct of the study is recommended.

APPENDIX A

Letter of Request to Conduct the Study

18
January 17,2019

Dr. Kristine E. Tamayo, Ph.D.

Senior High School Coordinator, DMNHS

Dear Ma'am:

The 12th grade Humanities and Social Sciences (HUMSS) students of

Daniel Maramba National High School will be conducting a study entitled
"CHALLENGES ENCOUNTERED BY THE GRADE 12- CSS A STUDENTS OF
DANIEL MARAMBA NATIONAL HIGH SCHOOL IN WORK IMMERSION" in
partial fulfillment of their requirements in Practical Research II.

As the study goes further, the undersigned are requesting to allow them float
their test questions to the respondents which are the Grade 11 HUMSS at Daniel
Maramba National High School.

The data will be gathered and will be held confidentiality. Thank you so much
for your commending response to this request.

Truly yours,

Cendyrella I. Manuel
Marjie F. Lorezco
Erika Danielle D. Zulueta
Renzel F. Ramos
Princess Z. Salazar
Michelle C. Osian
Kyle Cedric T. Cruz
Jhon Paul DV. Macalanda
Leonel A. Reyes

APPENDIX B
Letter to the Respondents

19
 February 15, 2019

Dear Respondents,

You are chosen as the respondents of this research entitled "CHALLENGES

ENCOUNTERED BY THE GRADE 12- CSS A STUDENTS OF DANIEL
MARAMBA NATIONAL HIGH SCHOOL IN WORK IMMERSION" Kindly answer
the attached a questionnaire correctly. Your answers will enrich the data and
help us succeed this research.

Data to be gathered will be treated with great confidentiality. Thank you for
whole heartedly cooperating in this research.

Truly yours,

Cendyrella I. Manuel
Marjie F. Lorezco
Erika Danielle D. Zulueta
Renzel F. Ramos
Princess Z. Salazar
Michelle C. Osian
Kyle Cedric T. Cruz
Jhon Paul DV. Macalanda
Leonel A. Reyes

APPENDIX C
Letter to the Evaluators of the Context Validity of the Test Questionnaire

20
 February 15, 2019

Dear Respondents,

The researchers prepared test questions for their research entitled

"CHALLENGES ENCOUNTERED BY THE GRADE 12- CSS A STUDENTS OF
DANIEL MARAMBA NATIONAL HIGH SCHOOL IN WORK IMMERSION" to
determine the extent of those challenges encountered by the respondents in their
work immersion.
Thank you for whole heartedly cooperating in this research.

Truly yours,

Cendyrella I. Manuel
Marjie F. Lorezco
Erika Danielle D. Zulueta
Renzel R. Ramos
Princess Z. Salazar
Michelle C. Osian
Kyle Cedric T. Cruz
Jhon Paul DV Macalanda
Leonel A. Reyes

21
 Challenges Encountered by the grade 12- CSS A students of Daniel

Maramba National High School in Work Immersion

Name (optional):

Read the following and use it to provide feedback about the on-the-job-training
you have received. Fill in the blank space provided with the check that {/} that
you feel most accurately describe your reaction to the statement. Please be
honest.

Use the following scale:

4- very high extent 3- high extent 2- low extent 1- very low extent

Extend of factors that affect the on-the-job 4 3 2 1

training
1. Open to constructive criticism

2. Perform assigned task beyond the assigned

time.
3. Lack cooperation with all of the other
members of the organization.
4. The facilities and equipment used in the
place of 0JT are not modernized
5. Task that is not related to the course should
not be given.
6. The trainer sets standards to be followed by
the practicumer.
7. Lack of self-confidence.

8. Time conflicts between classes and the on

the job training schedule.
9. The distance of the cooperating firm is too
far from school or my home.
10. Inadequate knowledge regarding the task
assigned to me.
11. There is a risk of accident in the place.

12. Lack of knowledge on the job assigned.

22
REFERENCES

One Author

Arduser. (2006). An Assessment of Selected HRM Students on their On-the-Job

Training.
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