CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDY

RELATED LITERATURE

Mendoza (2017) stated that the acquired skills of the senior high school students gained after

adding two years to basic education through the K to 12 Curriculum, the Department of Education

(DepEd) has released the guidelines for the conduct of work immersion activities for SHS students

in the country. According to DepEd Secretary Leonor Briones, the 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. It was stated in the guidelines that work immersion will help

develop among learners life and career skills, and will prepare them to make decisions on

postsecondary education or employment gearing towards the four exits envisioned for SHS

graduates to choose from --- employment, entrepreneurship further skills training through TESDA

and college education.

According to Ronda (2018) The Department of Education (DepEd) is banking on the “strong

partnerships” it has forged with the Philippine Chamber of Commerce and Industry (PCCI) and

other industry groups as the Grade 12 students under the K-12 basic education curriculum take

their work immersion course requirement. Work immersion, according to the DepEd, is a key

subject under the Senior High School curriculum that may be conducted in different ways and time

frame as needed by SHS learners. The subject provides learners opportunities to familiarize

themselves with the workplace; to simulate employment, and to apply their competencies in areas

of specialization/applied subjects in authentic work environments.

According to the study of Fortune (2015) over nearly half a century, research on language

immersion education has heralded benefits such as academic achievement, language and literacy

development in two or more languages, and cognitive skills. This research also exposes some of

the challenges that accompany the immersion model, with its multilayered agenda of language,

literacy and intercultural skills development during subject matter learning. This chapter outlines

key findings for both advantages and challenges.

According to Carlos (2018) the Enhanced Basic Education Act of 2013 stipulates that two (2) more

years in high school shall be added, hence the creation of senior high school. The Act is geared

towards enhancing further the skills and knowledge of students for them to be well equipped in

facing the challenges that lay ahead, whether in pursuing higher studies in college or in entering

the very competitive

employment field.

According to Garrido & Gahera (2018) work immersion sounds stressful for senior high-school

students. Yet, as part of the K to 12 curriculum, we science, technology, engineering and

mathematics (Stem) students were required to gain relevant learning experiences through actual

work. We were assigned to specific partner institution, business organization or establishment

parallel to our specialization’s order to help us reinforce our knowledge from classrooms and

enhance our skills

RELATED STUDY
According to Wood & Bandura (1989) as cited in Mach mud (2018) states that perception in

completing a job is self-efficacy. Moreover, self-efficacy relates to someone's confidence in

achieving his/her duties in uncertainty.

While Bandura (1997) as cited in Domenech-Betoret et al. (2017) defined self-efficacy as “an

individual’s belief in his or her own ability to organize and implement action to produce the desired

achievements and results”. Self-efficacy is one’s faith in accomplishing task successfully. Learners

automatically adjust and adopt the new environment they are in for them to finish the immersion

program while developing their efficiency.

According to the study of Elnaga and Imran (2013) entitled students expectation on the job training

through work immersion training is a necessity in a workplace. without it, employees don't have a

firm grasp on their responsibilities and duties.

According to Rifol (2016) in the approved latest draft of the SHS curriculum, students that choose

Technical- Vocational- Livelihood and the arts and sports track are expected to spend 1, 104 hours

outside the campus, doing immersion.

According to Schreiber (2012) immersions trip are presumed to afford lay teacher- leaders

important formative experience in constructing meaning and further exploring ones vacation.

According to Trade Congress of the Philippines (2015) the word “immersion” as it applies to the

K to 12 curriculum is defined in the Department of Education (DepEd) Order No. 40, series of

2015:

“Work Immersion refers to the part of the Senior High School (SHS)Curriculum consisting of 80

hours of hands-on experience or work simulation which the 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.” Immersion is done outside the school campus in a “Workplace Immersion Venue,”

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

include office