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CHAPTER I

INTRODUCTION

This chapter will focus on the background of the study,

statement of the problem, significant of the study and scope and

delimitations of the study.

Background of the study

Work Immersion is one of the course requirements for

graduation. A Senior High School student has to undergo Work

Immersion in an industry that directly relates to the student's

postsecondary goal. These prepare them to meet the needs and

challenges of employment or higher education after graduation.

In terms of education, the Philippine educational system has

been developed to provide the learner’s the best. It happened

the moment we changed our own curriculum system from the basic

form to widely use one – the K-12 curriculum, and just recently,

the Department of Education (DepEd) has released the guidelines

for the conduct of work immersion activities for senior high

school students in the country. Work immersion is a key feature

in the Senior High School curriculum (SHS) and refers to the

part of that consists of 80 hours of hands-on experience or work

simulation which Grades 11 and 12 students will undergo to

expose them to the actual workplace setting and to enrich the

competencies provided by the school under the supervision of the


School Head and the designated personnel of the Partner. Work

immersion is the counterpart of the internship programs in the

tertiary level. The said learning experience that the students

can get from it which can range from 80 to 320 hours will surely

enable and help students as they familiarize themselves with the

workplace thus experience workplace simulation and apply their

competencies in areas of specialization.

The completion of work immersion is a prerequisite to

graduation under the K-12 program. This is a first rate on the

part of DepEd, since young people like to explore and to connect

with the people, this work immersion will provide them to

acquire relevant skills by performing in actual work setting.

The importance of work immersion must be seen as vital point of

giving students a venue to improve themselves through

experiencing real stuff firsthand. This is the very highlight of

the Senior High School program. It helps students to acquire

knowledge and experience that can help them grow as professional

individuals. Furthermore, this program provides opportunities to

go through the actual methodologies of a specific job using the

real tools, equipment and documents. In effect, the work place

becomes a development venue for us student trainee to learn more

about their chosen field and practice what we have learn from

academy.
Experience is considered to be one of life’s greatest

teachers. As trainees they can use it as an inspiration as they

gain expertise in their respective fields. This experience will

surely help them not only for their present job as a student but

also for their future job as a professional employee of this

society.

In the other hand, Work ethic is a belief that hard work

and diligence have a moral benefit and an inherent ability,

virtue or value to strengthen character and individual

abilities. It is a set of values centered on importance of work

and manifested by determination or desire to work hard. Social

engrailment of this value is considered to enhance character

through hard work that is respective to an individual's field of

work. Proponents of a strong work ethic consider it to be vital

for achieving goals, that it gives strength to their orientation

and the right mindset. A work ethic is a set of moral principles

a person uses in their job. People who possess a strong work

ethic embody certain principles that guide their work behavior,

leading them to produce high-quality work consistently and the

output motivates them to stay on track. A good work ethic fuels

an individual's needs and goals, it is related to the initiative

by a person for the objectives. It is considered as a source of

self-respect, satisfaction, and fulfillment. Work ethics include

not only how one feels about their job, career or vocation, but
also how one does his/her job or responsibilities. This involves

attitude, behavior, respect, communication, and interaction

Philosophically, if one does not have proper work ethics, a

person’s conscience may be bothered. People for the most part

have good work ethic(s); we should not only want to do, but

desire to do the proper thing in a given situation. Work ethics

are intrinsic; they come from within. A question may involve

where they came from, if they come from within. Philosophically,

this may lead to various perspectives; however, the truth about

work ethics, and where they come from are answered from a

Christian worldview. Work ethics come from God the creator. God

made humans in His image, and His word proclaims these various

work ethics -- honesty, integrity, doing a job well, keeping

things above board, and accountability factors. The Christian

worldview holds fundamentally to two central work ethics --

humility and the treatment of others. Humility is being humble;

no task is too demeaning. Humility involves servitude, which

emphasizes placing other peoples need before one’s own. Treating

others with decency and respect equate to the golden rule. The

treatment of others involves loving your neighbor, loving your

enemy, doing well to those who dislike you. It involves valuing

others, and knowing they have worth.


These two variables aim to prepare the students in advanced

work experience that can apply in the near future. People who

possess a strong work ethic embody certain principles that guide

their work behavior, leading them to produce high-quality work

consistently and the output motivates them to stay on track. A

good work ethic fuels an individual's needs and goals, it is

related to the initiative by a person for the objectives. The

work ethic is a cultural norm that advocates being personally

accountable and responsible for the work that one does and is

based on a belief that work has intrinsic value. The term is

often applied to characteristics of people, both at work and at

play. In sports, for example, work ethic is frequently mentioned

as a characteristic of good players.

REPUBLIC ACT No. 10533 an act enhancing the Philippine

basic education system by strengthening its curriculum and

increasing the number of years for basic education,

appropriating funds therefore and for other purposes. The

Department of Education (DepEd) issues the enclosed Guidelines

for Work Immersion as basis for the implementation of work

immersion in all Senior High Schools (SHSs).Work Immersion is a

key feature of your SHS Curriculum. It can be conducted in

different ways depending on the purposes and needs of learners.

Enclosed are the documents pertinent to its implementation.


These guidelines will take effect starting School Year 2017-2018

for all SHSs. These guidelines will remain in force and in

effect for the duration of the program, unless sooner repealed,

amended, or rescinded. Work Immersion refers to the subject of

the Senior High School Curriculum, which involves hands-on

experience or work simulation in which learners can apply their

competencies and acquired knowledge relevant to their track. One

of the goals of the K to 12 Basic Education Program is to

develop in learners the competencies, work ethic, and values

relevant to pursuing further education and/or joining the world

of work. To achieve greater congruence between basic education

and the nation’s development targets, Work Immersion, a required

subject has been incorporated into the curriculum. This subject

will provide learners with opportunities. To achieve the above

objectives, Work Immersion is thus a requirement for graduation

from secondary education. Learners are immersed in actual work

environments such as workshops offices and laboratories in which

their prior training is relevant.

These guidelines were formulated based on the rich

experiences of modeling schools, tech-voc schools, partnership

focal persons, industry partners, and youth development

advocates. These guidelines can provide process support to field

offices of the Department of Education (DepEd) in fostering


relationships and strengthening partnerships so that learners

will have access to suitable work immersion venues and other

related resources. Examples of work immersion venues include

offices, factories, shops, and project sites. Work immersion

will help develop among the learner’s life and career skills,

and will prepare them to make decisions on postsecondary

education or employment.

Republic act no. 6713 an act establishing a code of conduct

and ethical standards for public officials and employees, to

uphold the time-honored principle of public office being a

public trust, granting incentives and rewards for exemplary

service, enumerating prohibited acts and transactions and

providing penalties for violations thereof and for other

purposes. Pursuant to the provisions of Section 12 of Republic

Act No. 6713, otherwise known as the “Code of Conduct and

Ethical Standards for Public Officials and Employees, “approved

on February 20, 1989, and which took effect on March 25, 1989,

conformably to Section 17 thereof, the following Rules are

hereby adopted in order to carry out the provisions of the said

code. These rules shall cover all officials and employees in the

government, elective and appointive, permanent or temporary,

whether in the career or non-career service, including military


and police personnel, whether or not they receive compensation,

regardless of amount.

Work immersion is one of the best training methods since it

is well-organized and conducted in a place where students will

become productive and well-developed. It exposes them to the

actual work related to their course. It helps them to learn and

understand more the concept they had discussed in class. But

what are the issues and problems encountered by students doing

work immersion?

One of its downsides is safety. Since work immersion is

done outside the campus, supervision from teachers is necessary.

Less or no supervision at all is risky on the student’s side and

there are cases that the school is not liable to anything that

will happen to the student. This is not just a burden to the

parents but to the school as well. Another one is the variety of

results. Though one of the purposes of having immersions is for

the student to develop its abilities and capabilities related to

the subject matter, we cannot deny the fact the development

varies from person to person. To some it might be a very

productive immersion but to others, it might be stressful. So

constant evaluation and monitoring is needed. Problems

Encountered by the Trainees During their Immersion the three

most serious encountered problems by the trainees are the time


conflicts between classes and OJT schedule, lack of self-

confidence and the distance of the cooperating firm is too far

from school. Recent recognition of workplace learning from

within the University sector has resulted in more emphasis being

placed on including field experiences in course curriculum

across a range of disciplines.

This article begins with a short review of the literature

relating to the current context in which work-based learning

occurs. Next, selected findings from a survey of 39 Victorian

social work students on their experiences of placement learning

are reported. The survey focused on problems encountered by

students on placement. A number of the problem’s students faced

suggested the need for additional opportunities both before and

during the placements to engage with material on safety in the

field, and ways to deal with workplace stress and conflict. In

response to these issues the article summarizes some pedagogical

strategies that may be used to enhance student learning in these

areas both leading up to and during their field placements. In

addition to matters relating to safety and stress, financial

pressures were evident for students endeavoring to complete

field placements. The recent moves from universities to embrace

industry-based learning, clearly has implications for funding

support made available to students undertaking this type of


education. And because of this problem we have conduct a

research.

Statement of the problem

This study attempted to determine the effectiveness of work

immersion and its relationship in work ethics

1. What is the level of effectiveness of work immersion in

terms of the following?

1.1 Psychology Course

1.2 Economic Development

1.3 Work Experience

2. What is the effect of work immersion in work ethics in terms

of the following?

2.1 Strong Work Ethic

2.2 Dependability and Responsibility

2.3 Possessing of Positive Attitude

Significant of the study

3. Is there any significant relationship between work immersion

and work ethics?


This study show how Work Immersion can influence the work

ethics to be successful and is significant for the following

respondents for they can acquire various benefits they it may

offer:

To the Students, the results of this study will provide

information about effectiveness of work immersion in work ethics

that can help them and give them information about the work

immersion and its relationship in work ethics.

To the Parents, the result of this study will help parents

to know the significant of work immersion and its relationship

in work ethics to allow their child (senior high students) in

this program.

To the School, the result of study will provide information

in to school and to give them a motivation to search the good

companies that can train their students well.

To the future researcher, the results of study will provide

information to use the next researcher wants to research the

same topic, they can use our research as a Researcher's

Reflection Space (RRS).

Scope and Delimitation of the study


This study aims to determine the effectiveness of work

immersion and its relationship in work ethics. The research was

conducted at Sta.Lucia High School. This research limits its

coverage on the Grade 12 that finish on work immersion program.

The respondents were the Grade 12 senior high students or 50

percent of the grade 12 students. They were composed pf the ABM

students and TVL students.

The questionnaire-checklist and documentary analysis were

main instruments of gathering the data.


Effectiveness of Work Immersion and its

Relationship in Work Ethics

A Research Paper

Presented to the

Faculty of Senior High

Sta. Lucia High School

Pasig City

In Partial Fulfillment

Or the Requirements for

Practical Research 2

By:

Allermo, Rebnanie Paul, V

Andaya Jr, Fernan, M

Ronatay, Adrian, C

Sabben, Cloyd, J

October 2019

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