CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

Immersion is a simulation of the acquired knowledge and learning’s from

the school or it is a training that provides great avenue opportunity to the

students to apply what they have learned from the school. Having an immersion

for grade 12 students are helpful for their future. It also helps them to be more

trained and it also gives extra knowledge about their strand. Immersion is really

useful. They will be able to showcase their different skills and abilities. However,

the schedule of the said immersion is quite having a conflict with the class

schedules. Some students will have a hard time coping up with their studies.

With this, they will be able to learn multitasking but there is a possibility that there

grades will lower. Senior High School students are expecting to be more active

and effective individuals, so they are tends to practice by the school and to be

guided by the teachers and someone else who's in the authority. Immersions for

senior high school students will be more effective and useable so their skills and

ability will be develop and improve. We choose this topic just to understand the

effects or the benefits of immersion program from one individual to another. The

students flexibility can't easily determine on how its widely and applicable for a

students, so with the help of this study it may bring better understanding and

satisfactory on how students handle their times through schools and working

immersion.

1
Immersion is an issue that has a big impact for everyone’s view, by addressing

this topic it may change the mind of individual about immersion. We simply

conducted this topic by simply addressing the main issue that Senior High School

students facing nowadays.

Theoretical Framework

Student will have a hard time coping up with their study while having their

immersion. This study helps the student to understand the reason they having

their work immersion. Determining the concept of this research study comes up

with different theories. The theories could be used to have strategies when it

comes to students' flexibility in classroom and immersion. One of the theories is

"Behaviorism Theory" According to B.F. Skinner and the concept of operant

conditioning. Behaviorism theorists believe that knowledge exists independently

and outside of people. They view the learner as a blank slate who must be

provided the experience. Behaviorists’ believe that learning actually occurs when

new behaviors or changes in behaviors are acquired through associations

between stimuli and responses. Thus, association leads to a change in behavior.

And the second is "Constructivism Theory" John Dewey believe constructivism is

epistemology or theory this idea that learners construct knowledge for

themselves each learner individually (and socially) constructs meaning as he or

she learns. And the basic idea is that problem solving is at the heart of learning,

thinking, and development. As people solve problems and discover the

2
consequences of their actions–through reflecting on past and immediate

experiences–they construct their own understanding. And the last is "Cognitive

flexibility Theory" focuses on the nature of learning in complex and ill-structured

domains. Spiro & Jehng (1990, p. 165) state: “By cognitive flexibility, we mean

the ability to spontaneously restructure one’s knowledge, in many ways, in

adaptive response to radically changing situational demands…This is a function

of both the way knowledge is represented (e.g., along multiple rather single

conceptual dimensions) and the processes that operate on those mental

representations (e.g., processes of schema assembly rather than intact schema

retrieval).”

Conceptual Framework

Independent Variable Dependent Variable

Conflict in both classroom Flexible Scheduling for

schedules and immersion Senior High School
schedules students

3
Figure1 Research Paradigm. Shows the conceptual framework of the study.

The "Dependent Variable" shows the statement of the problem of the research.

The "Independent Variable" will provide the identified level of flexible scheduling

for Senior High School students.

Statement of the problem

This study aims to assess the Flexible scheduling for Senior High School

students: Addressing conflict in both classroom schedules and immersion

schedules.

1. How is the conflict in both classroom schedules and immersion schedules

addressed through flexible scheduling?

2. What is the significance of flexible scheduling for Senior High School students

to address conflict in both classroom schedules and immersion schedules?

3. Is there significant effect of flexible scheduling for Senior High School students

in addressing conflict in both classroom schedules and immersion schedules?

Null Hypothesis

There is no significant effect of flexible scheduling for Senior High School

students in addressing conflict in both classroom schedules and immersion

schedules.

4
 Scope and limitation of the study

The following are the scope and limitation to be considered of. This study

is limited to the GAS students enrolled in the academic year 2018 - 2019 at

Santo Domingo Integrated High School. This will be conducted in between the

month of November 2018 to March 2019. The respondents of this study are

those grade 12 students of Santo Domingo Integrated High School that

undergoes Work Immersion Program. The type of research that will be

conducted by the researchers is quantitative research and will undergo

proportionate random sampling.

Significance of the study

The result of this study may be helpful to the following people.

Immersion Coordinator. This study will be helpful to the coordinator to give a

schedule that is appropriate for all.

Teachers. This study will be helpful to the teachers so that they will be able to

teach students without having a hard time.

Immersion students. This study will be helpful to the students to be able to cope

up with both their studies and work immersion program.

Future Researcher. It will serve as one of their guide in conducting a research

with a similar problem. The information will make their future research have much

credible data.

5
Definition of terms

Flexible seating - "some of the immediate benefits of flexible seating include

burning more calories" (smithsystem.com) allows students to quickly and easily

pair up.

Immersive learning - "the immersive learning includes four immersive learning

processes" (trainingindustry.com) places individuals in an interactive learning

environment.

Scheduling – “flexible scheduling for Senior High School students”

(en.wikipedia.org) is the process of arranging, optimizing and controlling work

and workloads in a production process.

Immersion – “work immersion program” (merriam-webster.com) the act of

immersing or the state of being immersed.

6
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Local literature

According to Connelly,(2013) cited that school have always played a vital

role ensuring that the 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 choosing 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.

According to Merrill, There are plenty of studies that isolate the effects of

light, acoustics, or air quality on learning. But the research on flexible classrooms

is frustratingly scarce. But flexible classrooms are complex, living systems. One

flexible space looks nothing like the next, and often dozens of children and one

or more teachers operate within them, pushing and pulling furniture into novel

configurations, dimming or turning up lights, and otherwise reshuffling things to

suit an almost infinite variety of personal preferences. Studying flexible

classrooms, it would seem, means circulating among real children. Despite the

challenges, an ambitious effort to study the design of lived-in classrooms,

7
including looking at hard-to-define factors like flexibility, was completed in 2015

by the University of Salford, in the United Kingdom.

Delzer (2016) conducted this study. Redesigning my classroom was not

any different. I've found that some of the immediate benefits (PDF) of flexible

seating include burning more calories, using up excess energy, improving

metabolism, increased motivation and engagement, creating a better oxygen flow

to the brain, and improving core strength and overall posture. It's no surprise that

physical activity is linked to higher academic performance, better health, and

improved behavior. In fact, a paper by Matthew T. Mahar, et al (PDF) finds that:

Simple in-class activities can boost performance. Studies suggest that children

who participate in short bouts of physical activity within the classroom have more

on-task behavior, with the best improvement seen in students who are least on-

task initially.

“Work immersion is a key feature in the senior high school curriculum. It

can be conducted in different ways depending on the purposes and needs of the

learners,” Education Secretary Leonor Briones said. The guidelines said work

immersion – which can range from 80 to 320 hours – will enable students to

become familiar with the workplace, experience workplace simulation and apply

their competencies in areas of specialization.

According to the University of Wollongong Australia, Offering your

students flexibility, variety and choice Inclusive teachers cater for a diverse range

of students by offering flexibility, variety and choice. Individual challenges and

8
constraints can make traditional attendance and participation patterns unviable

for some students. Inclusive practices ensure that a student’s commitment to

learning is not affected by this, but rather alternative options for learning are

offered. This does not mean that appropriate standards are compromised. Rather

flexibility, variety and choice must be offered in a transparent, fair and equitable

manner. Flexibility, variety and choice can be offered without compromising

standards through the use of technology, variety in teaching strategies and

choice and flexibility in assessment requirements.

Local studies

According to Mendoza (2017), Work immersion learners are not only able

to apply their previous training but are also be able to experience the social

interaction in a work environment. Work immersion refers to the subject of the

senior high school curriculum, which involves hands on experience or work

simulation in which learners applies their competencies and acquired knowledge

relevant to their track. Work immersion help to develop among the learner’s life

and career, skills and prepares them to make decision on post-secondary

education employment.

According to The Department of Education "DepEd"(2017), Work

immersion enables learners to become familiar with the work place and apply

their competencies in authentic work environments. They also talked about how

the program can benefit the educational sector as well as the economy.

9
 According to Estallion (2013), Work immersion is advantageous to student

who want to experience and learn more about the life of being employed. It

prepares them to the bigger world after graduation and makes them equipped

with relevant skills. It also teaches a lot of valuable lesson that they cannot get

inside the classroom. It can also give a little push on the assertiveness and

confidences on an assessment tool on that affectivity of the module designed for

the purpose.

According to Lozada (16 Nov 2017), Work immersion is a key feature in

the Senior High School (SHS) curriculum and refers to the part of that consists of

80 hour of hand on experience or work simulation which Grade 11 and 12

students will undergo to expose them to actual workplace setting and to enrich to

competencies provided by the school under the supervisor of the school head

and designated personnel of the partner. And also the importance of work

immersion must be seen as vital point of giving students a venue to improve

themselves through experiencing real stuff firsthand. It helps student to acquire

knowledge and experience that can help them grow as professional individuals.

And immersion is done outside the school campus in a "Work place Venue,"

defined as "the place where work immersion of the students is done.

According to the Enhanced Basic Education Act of (2013) the Academic

Track which includes various Strands for those students who want to pursue

higher education in college and second, the Technical Vocational Livelihood

Track for students that would opted to work or find job after senior high school.

The very purpose of these Tracks is to further hone their interests and develop

10
and enhance skills and knowledge of senior high school in their chosen field of

interest for them to be ready, competent and equipped to confront the realities

and challenges that lay ahead. Furthermore, a Work Immersion Program was

also conceptualized. Basically, it aims to expose the students to the harsh

realities of environment in a workplace. This exposure also aims to develop and

enhance the work ethics and habits of senior high school students. It would also

serve as an assessment tool on the affectivity of the module designed for the

purpose. All Work Immersion Program exposures shall observe strict compliance

of all Philippine Laws and other Guidelines and Orders issued by proper

government agencies to ensure that the exposure program would protect the

interest and welfare of the students engaged in Immersion Work Program.

Foreign literature

Munich Business School conducted this study by the globalization of the

economy has created an urgent need for business school to better prepare

graduates with the knowledge , skill and perspectives they need in the working

lives for a broad understanding of international business practices in order to fulfil

this demand researcher have been focusing on how curriculum could be

structured and by whom student should be instructed instead how the program

should be taught has attracted less attention. These processes are book

learning, linguistic learning, contiguous learning and practical leaning .The

immersive learning includes four immersive learning processes which are

11
separated base on the closeness and degrees of similarity of the environment

the student are immersed into during the learning process and the real business

environment.

According Richmond, during the past decades, little research has

investigated the effects of immersion scheduling on the psychology classroom.

Therefore, we sought to compare academic performance of students in 2-week

immersion psychology courses to that of students in traditional 16-week courses.

In Study 1, students who received instruction in a 2-week immersion course

significantly outperformed their cohorts in a traditional 16-week course. In order

to address potential limitations in the first study, in Study 2, we controlled for

individual differences variables and results indicated significantly higher

academic performance for students in the 2-week immersion course. In both

studies, students in the immersion courses consistently evaluated the courses

and their instructors significantly higher than those students in the 16-week

courses. In light of our results and in contrast to critics, immersion courses may

be useful and effective when teaching psychology.

According Richmond, Although immersion scheduling has a history of

selective use in higher education and is becoming increasingly popular in some

universities (Davies, 2006), a review of the literature revealed a startling absence

of rigorous empirical studies addressing academic achievement outcomes,

particularly in psychology. As studies have demonstrated that immersion

scheduling may increase college retention, we thought it is important to

investigate the effects immersion scheduling has on the teaching and learning of

12
psychology. Currently, there have been only two studies that have specifically

investigated the effects of the immersion scheduling in the psychology

classroom.

According to the study of University of Reading, United Kingdom as a

result of the expansion of higher education and changes to student funding in the

UK, students are increasingly taking up opportunities to work while studying.

Employment during term-time may provide needed funds but takes time away

from studying. It may also constitute an investment in ‘informal’ human capital,

making graduates more attractive to potential employers. Given the ambiguous

effect of working while studying, we investigate whether term-time employment

has a detrimental impact on educational attainment and examine whether this is

compensated by wage gains arising from transferable skills and work experience.

Using survey data from a UK university, we find that students work more for

financial than investment reasons and identify a negative effect of term-time

employment for students working out of financial necessity or those working with

a greater intensity. We find some evidence that individuals who have undertaken

term-time employment have higher salaries upon graduation.

Anastasi (2007) found across different psychology courses (e.g., memory,

research methods, and effective thinking), students in 2- to 5-week immersion

courses sometimes had higher academic performance compared to students in

traditional 16-week courses. Specifically, Anastasi found that the academic

performance in the summer immersion sections only existed in certain courses

and certain assignments. Unfortunately, this research was aggregated across

13
different immersion course formats and is difficult to assess which type of

immersion course improved academic performance. Consequently, we sought to

investigate the effect immersion scheduling had across courses, accross level of

courses (first year to senior), and within only one type of immersion format (2-

week long course with no other course at the same time).

Foreign studies

According to Smith (2014), Flexibility in a graduate program is one of the

most important factors for adults because everyone nowadays is busy and pulled

in five million different directions.

According to Teacher Stephanie Sleeper was intrigued by a photo of a

flexible high school classroom, but she needed to know more. “Can I ask how

many students you have in an average class?" she asked Emily Polak, who took

the picture. “I so want to do this with my high school social studies classroom, but

I’m worried about space.” Sleeper wasn't the only one feeling anxious. The sheer

size of high school students is a concern for teachers who are exploring the leap

to flexible seating in grades nine through twelve.

According to University of Guelph (European), It is highly recommended

that students spend their third year studying at a European university, in a

country where their chosen core language is spoken. Students will select up to

6.00 credits which can be counted towards their major (core or area of

emphasis), as electives, or both. Courses taken abroad are subject to approval

14
by the program coordinator and the departmental advisor. Courses taken in

Europe will not count towards the specialization average. Successful completion

of the European Studies major requires proficiency in one of the following

languages (French, German, Italian or Spanish). In order to demonstrate

language proficiency, students have two options: they may study for a year at a

European University, in a country where their chosen core language is spoken,

or they may write a final research paper in the chosen core language within a

required fourth year European Studies course (EURO* 4740). Students who can

demonstrate that they have written a major academic paper or exam in their

chosen language while participating in an approved study abroad year may be

waived from the requirement of EURO*4740.

The Flexible Language Immersion Program is ACICIS’ largest and longest

standing in-country study program. Hosted by one of Indonesia’s premier

universities, Gadjah Mada University (UGM), the language immersion program

offers participants great flexibility in designing a study program to meet home

university equivalency requirements or to suit a student's personal interest.

Students can choose a mix of Indonesian language classes and other regular

curriculum immersion subjects at many of UGM’s other faculties, according to the

language ability and interest of the student. A placement test at the start of the

semester guides students in their choice of subjects, with the assistance of the

ACICIS staff in Yogya. ACICIS requires students to study at least 12 credit points

(known as Sistim Kredit Semester or “SKS”), and no more than 15. Most subjects

are worth 2 or 3 credit points, so students typically take four to six subjects per

15
semester. Language units with INCULS are exclusively for foreign students.

Regular units are units taken by local Indonesian students as a part of their

degree program. They are delivered in Indonesian. Students may also involve

themselves in multiple extra-curricular activities, which will help them develop

their language skills and provide them with in-depth cultural knowledge about

Indonesia.

Synthesis of Related Foreign and Local Studies

School have always played a vital role ensuring that the 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 choosing career and education pathways. Work immersion refers to

the subject of the senior high school curriculum, which involves hands on

experience or work simulation in which learners applies their competencies and

acquired knowledge relevant to their track. Work immersion help to develop

among the learner’s life and career, skills and prepares them to make decision

on post-secondary education employment. As studies have demonstrated that

immersion scheduling may increase college retention, we thought it is important

to investigate the effects immersion scheduling has on the teaching and learning

of psychology. Currently, there have been only two studies that have specifically

16
investigated the effects of the immersion scheduling in the psychology

classroom. Students may also involve themselves in multiple extra-curricular

activities, which will help them develop their language skills and provide them

with in-depth cultural knowledge

17
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter provides the methods and procedures that this study
utilized. This includes the research design, sampling technique/respondents of
the study, setting or venue of the study, data gathering tools/instrumentation,
data gathering procedure and statistical treatment.

Research Design

This study used the descriptive survey method which is suitable

wherever the subjects vary among themselves and one is interested to know the
extent to which different conditions and situations are obtained among these
subjects. (Calmorin, 2010)

Descriptive survey was appropriate in determining the effect of Flexible

Scheduling for Senior High School students in addressing the conflict in both
classroom schedules and immersion schedules.

Sampling Technique/Respondents of the Study

The term population is the aggregate or total of objects, persons,

families, species or orders of plants and animals. (Garcia, et al., 2011)

Grade 12 students were group into five sections, namely, GAS 1 (40
students), GAS 2 (38 students), ICT 1 (34 students), ICT 2 (34 students) and
EPAS (51). Thus, has the total population of 197 students for the school year
2018-2019. Using the Slovin’s formula at 5% margin of error, 132 target
respondents were acquired from the total population.

18
 Sampling may be defined as the method of getting a representative
portion of a population. (Garcia, et, al., 2011).

Table 1
Distribution of Samples

Grade 12 Sections Population Sample Percentage

GAS 1 40 27 20%

GAS 2 38 25 20%

ICT 1 34 23 17%

ICT 2 34 23 17%

EPAS 51 34 26%

Total 197 132 100%

Proportionate Stratified Random Sampling was utilized because the

sample size of each stratum in this technique is proportionate to the population
size of the stratum when viewed against the entire population. This means that
each stratum has the same sampling fraction. (explorable.com, n.d.)

Research Setting or Venue

Garcia, et, al.,( 2011) believed that if the census of the population
by gender, age group, income bracket, occupation or educational attainment will
be obtained, a barangay or a community may be an acceptable research setting
or venue.

19
 The respondents of this study are grade 12 Senior High School
students, thus, the venue in collecting data depends on the school from where
the respondents belong.

Data Gathering Tool / Instruments

A teacher-made cross-sectional survey questionnaire using a 4-point

Likert Scale was adopted to determine the significant effect of Flexible
Scheduling for Senior High School students in addressing the conflict in both
classroom schedules and immersion schedules In addition, interviews with semi-
structured questions were given to the teacher respondents to get their views
about the appropriate program to improve parents’ literacy condition.

The researcher asked competent authority, preferably someone who has

a master’s or doctoral degree in English to validate the contents and relevance of
the questions. Suggestions and changes proposed by the validating persons are
incorporated in the questionnaire.

This study used Likert Scale to find out the different responses of the
respondents based on the given weight from 1 to 4 as specified below:

VERBAL
INTERPRETATION
SCALE WEIGHTED MEAN

4 3.50 - 4.00 Strongly Agree

3 2.50 - 3.49 Agree

2 1.50 - 2.49 Disagree

1 1.00 - 1.49 Strongly Disagree

20
Data Gathering Procedure

Preparation Stage

Letter of request was submitted to the advisers for signing and

suggestions. After which, permit was secured from the principal.

Administration Stage

After securing permit from the principal, questionnaire was distributed to

the target respondents with the assistance of the adviser. Instruction was given
to the respondents to ensure clarity. Ample time was allotted for the students to
answer the questions. Answers were collected for data analysis later on.

Statistical Analysis / Treatment

The researcher used the formula to obtain the percentage of each

variable in the demographic profile of the respondents. The following statistical
tools were utilized to determine the significant effect of Flexible Scheduling for
Senior High School students in addressing the conflict in both classroom
schedules and immersion schedules.

Percentage

The following is the formula in computing percentage.

Where;

P = percentage

x = X value, y = Y value

21
Weighted Mean

The mean was used because this is applicable to options of different

weights. (Calmorin, 2010). In this study, different weights were shown in the 4-
way scale method. The formula is:

∑fx
x=
∑f

x = weighted arithmetic mean

∑fx = Sum of all the products of f and x where f is the frequency of f and x
where f is the frequency of each weight and x, weight, i.e., 4,3,2,1

each weight and x, weight, i.e., 4,3,2,1

Z Test

This research utilized z-test to determine the significant effect of Flexible

Scheduling for SHS students in addressing the conflict in both classroom and
immersion schedules. This formula is practically used when the number of
sample/respondents is more than 30.

The significant effect existed because the computed value has great
effect to the tabular value (TV) or (CV≥TV), that is, if the flexible Scheduling for
SHS students has great effect to address the conflict in both classroom and
immersion schedules, that is, one affects the other/s.

(𝑥̅1 − 𝑥̅2 ) − (𝜇1 − 𝜇2 )

𝑧=
𝑠2 𝑠2
√ 1+ 2
𝑛1 𝑛2

22
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter discusses the findings obtained from the primary instrument

used in the study. It also discusses the analysis and interpretation of each finding

that answers the problems according to the synchronization of how it is lay down

in chapter I.

1. How is the conflict in both classroom schedules and immersion schedules

addressed through flexible scheduling?

Table 1.1

Responses of Students on the classroom and immersion schedules

R
Weighted a
A. Classroom schedules Interpretation
Mean n
k

1. I can still come on time in my class 9

though I am busy in my work
immersion. 2.86 Agree

2. I can submit my projects on time 2.85 Agree 1

even I am in the work immersion. 0

3. I don’t forget to spend time in my 2.98 Agree 6

school works though I am busy in
my work immersion.
4. I always passed my quizzes and 2.92 Agree 7
examinations though I am busy in
the work immersion.
5. I study the lessons I can possibly 2.87 Agree 8
missed if I am absent from the
class.

23
 B. Immersion schedules

1. I can easily adapt what’s being 3.12 Agree 5

taught to me in both school and
workplace.
2. I struggle sometimes with my 3.12 Agree 4
studies.
3. Work Immersion Program helps me 3.49 Agree 1
to gain more knowledge.
4. I always come on time on my 3.28 Agree 3
immersion.
5. Work Immersion Program will 3.48 Agree 2
someday help my future.

General weighted mean

3.10 Agree

Legend:

VERBAL
INTERPRETATION
SCALE WEIGHTED MEAN

4 3.50 - 4.00 Strongly Agree

3 2.50 - 3.49 Agree

2 1.50 - 2.49 Disagree

1 1.00 - 1.49 Strongly Disagree

Table 1.1 shows that majority of the respondents answered that “Work

Immersion Program helps me to gain more knowledge.” with the weighted

mean of 3.49. "I can submit my projects on time even I am in the work

immersion." with the lowest weighted mean for formal authority resulting 2.85

24
which interpreted as agree. Above all, the general weighted mean for the

classroom and immersion schedule of selected grade 12 students is 3.10

interpreted as agree.

2. What is the significance of Flexible Scheduling for Senior High School

students to address conflict in both classroom schedules and immersion
schedules?

Table 1.2

Flexible Scheduling for SHS students

R
Weighted a
C. Flexible scheduling Interpretation
Mean n
k

1. I can make myself updated to what’s 5

happening in the class since I am in
the work immersion. 2.96 Agree

2. I can even take active part in the 2.89 Agree 8

group tasks/activities even I am in
the work immersion.
3. I can practically participate in the 2.85 Agree 1
school’s activities or programs in 0
any means even I am in the work
immersion.
4. I can still focused on my study while 2.90 Agree 7
having my work immersion.
5. I can maintain my performance even 2.93 Agree 6
though I am in the work immersion.
6. I can be a student and employee at 3.10 Agree 2
the same time.
7. I can sustain my capability being 3.14 Agree 1
student even I am working in
immersion.

25
 8. I am able to do multitasking. 3.00 Agree 3

9. I can cope up with my studies even 2.99 Agree 4

when I am/busy in my work
immersion.
10. I still love to do school works such 2.89 Agree 9
assignments and projects even I'm
busy with work immersion.

General weighted mean

2.97 Agree

Legend:

VERBAL
INTERPRETATION
SCALE WEIGHTED MEAN

4 3.50 - 4.00 Strongly Agree

3 2.50 - 3.49 Agree

2 1.50 - 2.49 Disagree

1 1.00 - 1.49 Strongly Disagree

Table 1.2 shows that majority of the respondents answered that “I can sustain
my capability being student even I am working in immersion.” with the
weighted mean of 3.14. I can practically participate in the school’s activities
or programs in any means even I am in the work immersion with the lowest
weighted mean for formal authority resulting 2.85 which interpreted as agree.
Above all, the general weighted mean for the flexible scheduling of selected
grade 12 students is 2.97 interpreted as agree.

26
3. On the relationship between the classroom schedules and immersion

schedules and flexible scheduling for Senior High School students.

Table 2.1

Computed Critical
Decision Description
Value Value

accept null
1.6774 1.960 No Significant
hypothesis

Table 2.1 shows the result yield by the use of Z Test. From the

hypotheses stated on the Chapter one, it was hypothesized that there are no

significant relationship among the classroom and immersion schedules and

flexible scheduling for Senior High School students. To check this, Z test was

used. Evaluating the data gathered using the Z test. The critical value obtained is

equivalent to 1.960. The level of significance is lower than 0.0775. Checking

those values obtained with the critical value of standard table for interpreting f

max value in the table (higher df values will be used if the exact value of df

cannot be found) the computed value is 1.6774. Comparing the computed value

with the critical value, computed value was lesser to the critical value which

means that there is no significantly relationship among classroom schedules and

immersion schedules and flexible scheduling for Senior High School students.

Since there is no significant relationship between the two variables we accept the

null hypothesis.

27
 CHAPTER V

Summary of Findings, Conclusions and Recommendations

This chapter presents the summary of findings, conclusions and

recommendations. This study used a descriptive method of research. It describes

the data of the relationship of classroom schedules and immersion schedules

and flexible scheduling for Senior High School students. Descriptive is used for

rankings, averages and other statistical calculations. Often the best approach,

prior to writing descriptive research is to conduct a survey investigation.

Based on the results and discussions, the following are the summary of

findings:

1. The majority of the respondents answered that “Work Immersion

Program helps me to gain more knowledge.” with the weighted mean of 3.49. "I

can submit my projects on time even I am in the work immersion." with the lowest

weighted mean for formal authority resulting 2.85 which interpreted as agree.

Above all, the general weighted mean for the classroom and immersion schedule

of selected grade 12 students is 3.10 interpreted as agree.

2. Throughout the test of relationship between the classroom schedules

and immersion schedules and flexible scheduling for Senior High School

students of the Respondents the computed r was 1.6774 which was lesser than

the critical value of 1.960. The null hypothesis was accepted.

28
CONCLUSION

From the findings, the following conclusions were drawn:

1. The majority of the respondents answered that “Work Immersion Program

helps me to gain more knowledge.” with the weighted mean of 3.49. "I can

submit my projects on time even I am in the work immersion." with the

lowest weighted mean for formal authority resulting 2.85 which interpreted

as agree. Above all, the general weighted mean for the classroom and

immersion schedule of selected grade 12 students is 3.10 interpreted as

agree.

2. The Z test yields a computed value of 1.6774 and critical value of 1.960.

This value yield computed value is lesser than the P value. We accepted

the null hypothesis

RECOMMENDATIONS

Based on the conclusions made, the following recommendations are given.

1. Senior High School students should know how to use time management in

both classroom and immersion.

2. Immersion Coordinators should schedule Work Immersion Program at the

first or last month of the school year wherein there isn’t much things to do.

29
References

Anderson, J 1996 " Learning Theory - Constructivist Approach"

https://www.google.com/url?sa=t&source=web&rct=j&url=http://education.stateuniversit
y.com/pages/2174/Learning-Theory-CONSTRUCTIVIST-
APPROACH.html&ved=2ahUKEwjAjKqCkY7gAhVERo8KHYr4A10QFjAIegQIBBAB&usg=AOv
Vaw1EiJUtokjdubIkQp_YHkGf

Prof. Greorge E. Hein " Constructivist Learning Theory"

https://www.google.com/url?sa=t&source=web&rct=j&url=http://beta.edtechpolicy.org/AAAW
/Session2/const_inquiry_paper.pdf&ved=2ahUKEwjAjKqCkY7gAhVERo8KHYr4A10QFjACegQIAR
AB&usg=AOvVaw2AzSXir-agMt11WVxnPjWM

Dr. Sarah Jewell "The Impact of Working while studying on Educational and Labour Market
outcomes|OMICS International"

https://www.omicsonline.org/open-access/business-and-economics-journal-2151-
6219.1000110.php?aid=31717

Aaron S. Richmond The Effect of Immersion Scheduling on Academic Performance and

Students’Ratings of Instructors

https://www.google.com/url?sa=t&source=web&rct=j&url=http://citeseerx.ist.psu.edu/viewdoc
/download%3Fdoi%3D10.1.1.876.8913%26rep%3Drep1%26type%3Dpdf&ved=2ahUKEwjMh8vP
85vfAhUHP48KHfMiBaoQFjABegQICRAB&usg=AOvVaw2HOaePEQgAE51OmVzn1Y0P

Mrs. Melanie I. Carlos "The Significance of Work Immersion in the Senior High School Curriculum"

http://udyong.gov.ph/index.php?option=com_content&view=article&id=9591:the-significance-
of-work-immersion-in-the-senior-high-school-curriculum&catid=90&Itemid=126

Khalilmacaraob “Issue and Problem encountered of Work Immersion students”

https://brainly.ph/question/1306364#readmore

30
APPENDICES

31
January 15, 2019

Glaziela Judy A. Pacheco

Principal 1
Sto. Domingo National High School
Sta. Rosa City, Laguna

Dear Maam Pacheco,

We wish to conduct a survey for our study entitled, “Flexible scheduling for
Senior High School students: Addressing conflict in both Classroom
schedules and Immersion schedules” on the 17th day of January 2019 at Sto.
Domingo National High School, Division of Sta. Rosa City, Laguna.

In view of this, we would like to request for your kind permission since we will be
needing the assistance and cooperation of your students as respondents of this
endeavor.

Rest assured that whatever information that will be gathered by this study will be
treated with strict confidentiality.

Hoping for your kind consideration.

Researchers,
Bersabal, Rose Ann
Bilbao, Joshua D.
Cabigan, Armando H. Noted by :
De Leon, Jhennifer A. Arnold Aquino
Farhan, Abdulatif T. Teacher - Practical Research 2
Morandarte, Maria Angela O. Floro L. Peria Jr
Teacher - Inquiry, Investigation, Immersion

32
 SURVEY QUESTIONNAIRE

Dear Respondents,

We are conducting a study about “FLEXIBLE SCHEDULING FOR SENIOR

HIGH SCHOOL STUDENTS: ADDRESSING CONFLICT IN BOTH

CLASSROOM SCHEDULES AD IMMERSION SCHEDULES”. Part of our data

collection is dissemination of this survey form.

Hereafter, we would like to ask for your permission to legibly answer this

questionnaire. Any information that you will provide will become an essential

contribution to this study.

Rest assured that responses will be treated with strict confidentiality and will

only be utilized by this study.

Thank you very much for your patience.

Researchers

Name: ________________________________(Optional) Date: _________

1. How do you define students’ flexibility in terms of :

4 Strongly Agree (SA)

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

33
1.1 Classroom schedules 4 3 2 1
SA A D SD

1.1.1 I can still come on time in my class though I

am busy in my work immersion.
1.1.2 I submit my projects on time even I am in
the work immersion.
1.1.3 I dedicate time for studying though I am in
the work immersion.
1.1.4 I don’t forget to spend time in my school
works though I am busy in my work
immersion.
1.1.5 I absolutely use time management that’s
why I work effectively in my work immersion.
1.1.6 I would be a better learner if I study hard
and work effectively in the work immersion.
1.1.7 I always passed my quizzes and
examinations though I am busy in the work
immersion.
1.1.8 I prioritize what materials I need to study for
a test though I am busy in my work immersion.

1.1.9 I study the lessons I can possibly missed if I

am absent from the class.

1.1.10 I exert more effort when doing projects and

assignments since I am in the work
immersion.

1.2 Immersion schedules 4 3 2 1

SA A D SD

1.2.1 I can easily adapt what’s being taught to me

in both school and workplace

1.2.2 I can easily apply my knowledge in work

immersion

34
1.2.3 I struggle sometimes with my studies

1.2.4 I can communicate to my trainer and co

employee with self confidence
1.2.5 Work Immersion Program helps me to gain
more knowledge
1.2.6 I always finish my task on time

1.2.7 I enjoy every moment in my immersion

1.2.8 I come on time on my immersion

1.2.9 I believe that I can improve my skills for

socializing
1.2.10 Work Immersion Program will someday help
my future

2. What are the responses of grade 12 student’s on classroom and

immersion schedules?

Item description 4 3 2 1
SA A D SD

2.1 I can make myself updated to what’s

happening in the class since I am in the work
immersion.

2.1 I can even take active part in the group

tasks/activities even I am in the work immersion.

2.3 I can practically participate in the school’s

activities or programs in any means even I am in
the work immersion.

2.4 I can still focused on my study while having my

work immersion.

2.5 I can maintain my performance even though I

am in the work immersion.

35
MORANDARTE, MARIA ANGELA ODO
Purok 4 Sitio Cawad Brgy. Sto Domingo Sta Rosa Laguna
Contact No.: 0967-591-5414
Email Address: jehlai03@gmail.com

________________________________________________________________________
Objective: To seek challenging assignments and responsibilities with an opportunity for
growth and career advancement as a successful achievements.

Personal Information
Nickname: Lalai
Date of Birth: September 03, 2000
Place of Birth: Laguna
Religion: Roman Catholic
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa city Laguna
2013-present
Primary Hilltop Adventist Elementary School
Tartaria Silang Cavite
2007-2013

Skills and Abilities

 Has basic computer skill

 Can do oral and written English

I hereby certify that the above information are true and correct with the best of my
knowledge.

_________________________
Maria Angela Odo Morandarte

36
DE LEON, JENNIFER ABIAD
Lagundi st. Purok 4 Puting Kahoy Silang, Cavite
Contact No.: 0955-807-8291
Email Address: jhennifherwoo_deleon5@yahoo.com

________________________________________________________________________
Objective: Seeking for the position where I can further enhance my knowledge and skills
of chosen career and work high level of responsibility in a firm that provides excellent
opportunities.

Personal Information
Nickname: Jenny
Date of Birth: March 24, 1999
Place of Birth: Cavite
Religion: Roman Catholic
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa city Laguna
2013-present
Primary Putting Kahoy Elementary School
Silang Cavite
2007-2013

Skills and Abilities

 Fast learner
 Good communication skills

I hereby certify that the above information are true and correct with the best of my
knowledge.

___________________
Jennifer Abiad De Leon

37
BILBAO, JOHN JOSHUA DUQUE
Rancho Imperial Silang, Cavite
Contact No.: 0935-530-0425
Email Address: joshuagwapo@gmail.com

________________________________________________________________________
Objective: Seeking for the position where I can further enhance my knowledge and skills
of chosen career and work high level of responsibility in a firm that provides excellent
opportunities.

Personal Information
Nickname: Josh
Date of Birth: April 21, 2001
Place of Birth: Silang, Cavite
Religion: Christian
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa city Laguna
2013-present
Primary JA Hossana Academy Inc.
Rancho Imperial Silang Cavite
2007-2013

Skills and Abilities

 Good at cooking
 Can handle any problem

I hereby certify that the above information are true and correct with the best of my
knowledge.

______________________
John Joshua Duque Bilbao

38
BERSABAL, ROSE ANN
Blk 15 Lot 8 Morning view Silang, Cavite
Contact No.: 0930-3235-014
Email Address: munchkincake1221@gmail.com

________________________________________________________________________
Objective: Seeking for the position where I can further enhance my knowledge and skills
of chosen career and work high level of responsibility in a firm that provides excellent
opportunities.

Personal Information
Nickname: Ann
Date of Birth: December 21, 2000
Place of Birth: Tagbilaran, Bohol
Religion: Roman Catholic
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa city Laguna
2013-present
Primary Guindulman Elementary School
Rancho Imperial Silang Cavite
2007-2013

Skills and Abilities

 Good in Writing Poem

 Good in Computer

I hereby certify that the above information are true and correct with the best of my
knowledge.

________________
Rose Ann Bersabal

39
CABIGAN, ARMANDO HABAL
Purok 4 Sitio Cawad Brgy. Sto Domingo Sta Rosa Laguna
Contact No.: 0975-938-4293
Email Address: armanda@gmail.com

________________________________________________________________________
Objective: Seeking for the position where I can further enhance my knowledge and skills
of chosen career and work high level of responsibility in a firm that provides excellent
opportunities.

Personal Information
Nickname: Amanda
Date of Birth: September 14, 2000
Place of Birth: Laguna
Religion: Roman Catholic
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa City Laguna
2013-present
Primary Santo Domingo Elementary School
Sta Rosa City Laguna
2007-2013

Skills and Abilities

 Makeup artist
 Choreographer

I hereby certify that the above information are true and correct with the best of my
knowledge.

____________________
Armando Habal Cabigan

40
FARHAN,ABDULLATIF TAHER
Brgy,Hoyo Silang, Cavite
Contact No.: 0926-485-2198
Email Address: alflapuc@gmail.com

________________________________________________________________________
Objective: Seeking for the position where I can further enhance my knowledge and skills
of chosen career and work high level of responsibility in a firm that provides excellent
opportunities.

Personal Information
Nickname: Alf
Date of Birth: Januray 21, 2000
Place of Birth: Marawi
Religion: Muslim
Nationality: Filipino
Civil Status: Single

Educational Attainment:
Secondary Santo Domingo Integrated Highschool
Sta Rosa City Laguna
2016-present
Primary AMANAH Integrated School Inc.
Brgy Hoyo, Silang Cavite
2007-2013

Skills and Abilities

 Good in painting and drawing

I hereby certify that the above information are true and correct with the best of my
knowledge.

___________________
Abdullatif Taher Farhan

41
 EDITOR’S CERTIFICATE

This is to certify that the undersigned has reviewed and went through all

pages of the study “Flexible scheduling for Senior High School students:

Addressing conflict in both Classroom schedules and Immersion schedules”

which was prepared and submitted by Maria Angela Morandarte, Jennifer De

Leon, Rose Ann Bersabal, Joshua Bilbao, Abdullatif Farhan and Armando

Cabigan aligned with the set structural rules that govern the composition of

sentence, phrase and words in the English languages.

Signed by:

Mr. Bonifacio Lagura

Grammarian

Date Signed:
_________________

42