CHAPTER III

RESULTS AND DISCUSSION

This chapter presents the results of the analysis and interperetation of the data and
findings which are divided into two sections: the Quantitative and the Qualitative Data result
analysis and discussion. Quantitative Data deals with the demographic information of the Grade
12 learners of Artacho National High School for SY 2018-2019 who have undergone the 80-
hour work immersion. It also includes the profiles of the partner institutions which served as the
training venues for the work immersion. Qualitative Data presents the findings on the
experiences of the Grade 12 Learners of Artacho National High School in their respective work
immersion venues.
Quantitative Data
The results of the demographic profile as shown in Table 2, was collected through the
research instrument attached in Appendix A. The first part of Apepndix B, shows that the
majority of Grade 12 Learners of Artacho National High School are females which is 52.1
percent or 38 out of the 73 respondents, and the male respondent is 47.9 percent. In terms of the
strand, majority belongs to the General Academic Strand (GAS) with 28 respondents or 38.4%,
followed by the Accountancy and Business Management (ABM) with 24 respondents or 32.9%
and the Humanities and Social Sciences (HUMSS) which has 21 respondents or 28.8% of the
respndents. In terms of the choices of the exit programs after graduation, Kolehiyo got 72.6 % or
53 respondents out of the 73, followed by short courses TECHVOC got 17.8% or 13
respondents and, Trabaho with 9.6% or 7 respondents, and none chose for the Negosyo exit.
Table 2
Demographic profile of the Grade 12 learners
Sex Frequency Percent
Male 35 47.9
Female 38 52.1
Total 73 100.0
STRAND Frequency Percent
HUMSS 21 28.8
ABM 24 32.9
GAS 28 38.4
Total 73 100.0
Exit programs Frequency Percent
Kolihiyo 53 72.6
Trabaho 7 9.6
Negosyo 0 0
Short courses - TECHVOC 13 17.8
Total 73 100

The result of Table 2 is an affirmation that in terms of the sex of the respondents
majority are females. According to Buenaventura (2019), the Chief Statistical Specialist of the
PSA, males are outnumbered by females as reflected by the data coming from Academic Year
2017-2018 of the HEI’s wherein out of the 2.99 million enrollees 55.6% are females while
44.4% are males, and in addition, enrollees from the TVET courses in 2016 out of the 2.27
million 53.3% are females while the male enrollees comprises of 46.9% of the total. Furthermore
Buenaventura added that in 2017 out of the 26.3 million who are enrolled in the Basic Education
Curriculum 79.9% are females compared to the 68.8% in the secondary.
In terms of strand, the results also jive with the top 3 strands in the DepEd EBEIS data
for Region I, with the successful turnout of the SHS opening indicated by TVL with 27,651;
GAS with 20,666; STEM with 10,954 (Department of Education, 2016). This further implies that
majority of Grade 12 learners are undecided in what college course they will be enrolling, thus,
choosing the General Academic Strand. Prior to the implementation of the K-12 Curriculum,
being undecided is a problem because it serves a barrier over the years of adolescent life
(Fernandes & Bance, 2015). Furthermore, in 2000, 11.1% of those enrolled in the unversities are
undecided and in 2007 it increases by 2% of those incoming freshman are undeicded (Kelly &
ShinYun Jeong 2009; Fernandes & Bance, 2015) . And it was continuing data as reflected in the
latest survey as described by Lieberman (2017), that 20 to 50% of students who enroll in college
are undecided of which 75% of them change course at least once before graduation.
In terms of their exit programs as envisioned in RA 10533, being simulated through the
WIP as spelled out in DepEd Order 30, s. 2017 majority of the respondents chooses to pursue
their intellectual development by planning to enrol in college. As Olarte & Sarmiento (2016)
describes that K-12 Curriculum of the Philippines, Japan and the United states, specifically
academic track are for students who plans to pursue a college degree. And in addition from this
three countries majority chooses to enroll in the strands under academic track its because of the
stigma that tech-voc courses are seen by many as the course for poor performing and problematic
students despite of the surge demand for skilled workers (Olarte & Sarmiento, 2016). This trend
was reflected by the data coming from the Department of Education since the start of the Senior
High School Program, for first year of implementation in 2016-2017 there are 1,039,047
enrollees for Grade 11 learners in which 690,602 choose academic 3track followed by 404,932
for Technical-Vocational Livelihood while 2,835 for the arts and design and 1,577 enrollees for
sports track (Luistro, DepEd: Senior high school enrollment hits 1 million, 2016). And for SY
2017-2018 according to the the Department of Education as cited by Orbeta et.al (2018) for both
Grade 11 and 12 there are 1,692,592 for academic track, 1,025,927 for TechVOC, 10,544 for arts
and design track, and 4,387 for sports track. For SY 2018-2019 it increases to 62.25%
(Education, DepEd: ‘Saying K-12 is 6 years of high school for nothing is a disservice to
learners’, 2018). This further indicates that majority of parents and students see education is
always the key to success. And by pursuing education is the best way to achieve individual goals
such as upward mobility, desirable employment and economic-financial satisfaction (Steven,
2017).
As to the demographic profile of the partner-institution entered through a Memorandum
of Agreement (MOA) and Memorandum of Understanding (MOU) with Artacho National High
School as shown in Table 3 below, 38 of the 73 respondents or 52.1% were assigned in the
different offices in the government, while 35 were assigned to the different private insitutions.

Table 3

Demographic profile of the Partner Institution

Partner Institution Sector Frequency Percent
Government Sector 38 52.1
Private Sector 35 47.9
Total 73 100.0

The result of Table 3 is an evidence that linkages among the stakeholders in the
educational set-up is critical to the success of any educational program, in particular, the
collaboration among government agenicies. In a study of the Southeast Asian Ministers of
Education, Organization, Innovation and Technology (SEAMO-INNOTECH) highlighted the
importance and intensification of the Department of Education specially its collaboration with
the other government agencies in SHS program implementation (SEAMO INNOTECH, 2016).
From this point, partnership was formalized through a Memorandum of Agreement or
Memorandum of Understanding in order to elucidate the roles and responsibilities of those
linkages under the WIP (DepEd Order 30, s. 2017)
Results on the extent of the appraisal of partner institution in relation to teamwork as part
of the competencies on the program of the WIP among the respondents as depicted in Table 4.a
below, showed that the Grade 12 respondents exceptionally work as a group in order to achieve
the task given by their respective WIP partner supervisors, with an over all mean of 4.50,
interpreted as “outstanding”.
On the 5 items relative to the collaboration and teamwork of the respondents relative to
the WIP, all items were rated outstanding. This involves the whole 80-hour period of the WIP in
which working as a group in the work place gave them an advantageous position in the
realization of their respective performance task and assigned task.

Table 4.a.

Extent of the appraisal of partner institution in relation to the competencies on the

program of Work Immersion in the area of Team Work
Team Work Mean Interp.
1. Treats all team members in a respectful and courteous manner. 4.58 O
2. Willing to work with team members to improve team collaboration O
4.49
on a continuous basis.
3. Actively participates in activities and assigned tasks required. 4.49 O
4. Consistently works with others to accomplish goals and tasks. 4.47 O
5. Considers the feedback and views of team members when O
4.45
completing an assigned task.
Overall Mean 4.50 O
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60 F
(Fair), 1.00 – 1.80 NS (Needs Improvement)

The result is a confirmation on the awareness of the Grade 12 respondents concerning the
attainment of each task given daily is one of the priorities of the WIP. In order to attain that goal
teamwork is important. This was explained by the Grand Canyon University through a research
that student collaboration and cooperation produce better results in any teaching-learning process
including the positive outcome of valuable training for a life-long skill that are important in the
professional workplace (Center for Innovation in Research and Teaching, 2014).
 Moreover, the value of collaboration, cooperation and teamwork is of importance in any
learning environment because it creates an environment for better learning experience
(Laguador, 2014). With this, the Department of Education appreciate the importance and
application of the skills taught inside and outside the classroom especially those life-skills
necessary to their chosen curriculum exits and one is team work and cooperation (Deped Order
30., s. 2017).

Results on the extent of the appraisal of partner institution in relation to communication

as part of the competencies on the program of the WIP among the respondents as depicted in
Table 4.b below, showed that the Grade 12 respondents remarkably has shown effective
communication in their respective workplace as noted by their respective WIP partner
supervisors, with an over all mean of 4.24, interpreted as “outstanding”.

Table 4.b.
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in the area of Communication

Communication Mean Interp.

1. Actively listens to supervisor and co-workers. 4.51 O
2. Reliably provides feedback as required, both internally and
4.21 O
externally.
3. Consistently delivers accurate information both written and oral. 4.14 VS
4. Comprehends written and oral information. 4.12 VS
Overall Mean 4.24 O
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

The results show validation of the previous table regarding teamwork, because good
communication skills contribute to a good teamwork (DiSabatino, 2015). Communication skills
is one part of the curriculum framework of the K-12 Basic Education Curriculum, specifically
the attainment of the development of the Filipino Learners holistically with the so called 21st
Century Skills (DepEd, 2014).

Enhancing the communication skills of the learners is important for their future career
specially with the competitive environment outside the four corners of the classroom. Since
communication skills are the most sought next to the quality of educated person (Learn Effective
Communication, 2015). As emphasize by Dr. Allan Farnazo, Regional Director of DepEd RO 10
as cited by Ratunil (2017) that there is a need to be skilled in the interpersonal communication
among the SHS students and stresses the crucial role of the partnership in the implementation
and achievement of the goal of the SHS Program. For this reason, the aim of education is to
equip each and every learners the necessary knowledge and skills needed to conquer the world
(Lintag-Ilagan, 2018). More so, the work immersion aims to enrich the learner’s skills in
communication and human relation (DepEd Order 30, s. 2017).

Results on the extent of the appraisal of partner institution in relation to their attendance
and punctuality as part of the competencies on the program of the WIP among the respondents
as depicted in Table 4.c below, showed that the Grade 12 respondents has shown good work
ethics specially in terms of their attendance and puntuality in their respective workplaces as
noted by their respective WIP partner supervisors, with an over all mean of 4.54, interpreted as
“outstanding”.

Table 4. c
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in terms of Attendance and Punctuality

Attendance and Punctuality Mean Interp.

1. Is punctual on a regular basis. 4.59 O
2. Maintains good attendance. 4.60 O
3. Informs supervisors in a timely manner when absenteeism and
4.42 O
tardiness may occur.
Overall Mean 4.54 O
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

Furthermore, Table 4.c shows the excellent traits of the respondents in relation to their
attendance and punctuality during their 80-hour work immersion. Strict compliance on the
attendance and punctuality of students during their class hours (DepEd Order 11 s. 2011), helps
them to be responsible on their attendance during the period of the said activity. Besides, there
is always a connection of punctuality to school and work because school attendance correlates
with work attendance since there is a connection of behavioral practices during the early stage of
education to their work-related behaviour in the future (Speedy Paper, 2017). Likewise, in a
study on the performance traits of students it was found out that students who consistently miss
school activities will developed the same habbits in their adult life, in which, it will affect their
education, career and social connections (Bennion, 2018).

One of the objectives of the work immersion program is to familiarize, give them the idea
on the work processes of their future choosen careers. For the realization of this objective
students must posesses the necessary life skills and traits such as punctuality. According to
Mayhew (2018), being a punctual person enhances the chance of employability aside from
building postive and productive working relationships among peers. And in addition, importance
of punctuality as a behabioral traits was mentioned by Sessoms (2016) as cited by Caraig (2018)
that attendace like all work ethics affects every aspect of the workplaces and the business.

As to the results on the extent of the appraisal of partner institution in relation to their
productivity and resilience as part of the competencies on the program of the WIP among the
respondents as depicted in Table 4.d below, shows that the Grade 12 respondents has been
productive during the work immersion period as noted by their respective WIP partner
supervisors, with an over all mean of 4.21, interpreted as “outstanding”.

Table 4.d.
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in terms of Productivity and resilience
Mean Interp.
1. Consistently produces quality results 4.37 O
2. Meets deadline and manage time well. 4.21 O
3. Can do multitasking. 4.18 VS
4. Can work under pressure and delivers the required tasks. 4.07 VS
5. Effective and efficient in time management. 4.22 O
6. Efficiently informs supervisor of any challenge or hindrance related
4.19 VS
to given task or assignment.
Overall Mean 4.21 O
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

The table above further corroborates the observation of the work immersion supervisors
in relation to the punctuality of the respondents and the connection to the rating on the
productivity and resilience of the respondents in relation to the WIP. In a study conducted from
1993 to 2003 about the behaviour of the lateness of students, it was recommended that policy on
student attendance should be strictly enforce so that students will learn the habit of being
productive (Bataineh, 2014). Therefore the cycle of punctuality connects with the low or high
productivity in the workplace (Caraig, 2018).

Productive and resilient are one of the important behaviour of student in order to learn the
so called Life long skills in regardless to the different curriculum exits they will choose after
graduation. In a study conducted by the frontiers in Psychology, they noticed that when
behaviour on positive production and resilience when not managed effectively can lead to high
level of stress and eventually produces negative outcomes (Rees et.al, 2015). The importance of
strengthening behaviour of resiliency to students in order to achieve high productivity is to
prepare them to operate effectively under volatile, uncertainity and complex of the world of work
(Marinova, 2017). Without this important behavioral traits to learned by the students in Grade 11
and Grade 12 is just putting the realization of the K-12 program at a disadvantage position
(Asian Foundation, 2018).

As to the results on the extent of the appraisal of partner institution in relation to their
initiative on matters of making decision and their proactivity when situations warrants it, as part
of the competencies on the program of the WIP among the respondents as depicted in Table 4.e
below, shows that the Grade 12 respondents satisfies their respective WIP partner supervisors ,
with an over all mean of 4.20, interpreted as “very satisfactory”. This further shows that the
respondents shows their resourcefulness during the 80-hour work immersion program in dealing
matters in order to achieve the different assigned goals and task given by their respectives work
immersion supervisors. Despite of the some stressful task given to them the respondents remain
to be proactive rather than reactive.

Table 4.e.
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in terms of Initiative and Proactivity

Initiative and Proactivity Mean Interp.

1. Completes assignments with minimum supervision. 4.29 O
2. Completes tasks independently and consistently. 4.21 O
3. Seeks support as need arises. 4.22 O
4. Recognizes and takes immediate action to effectively address
4.07 VS
problems and opportunities.
 5. Engages in continuous learning. 4.45 O
6. Contributes new ideas and shares skills to improve the
3.97 VS
department/organization.
Overall Mean 4.20 VS
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

The table above further explains that goals on the attainment of life-long skills as targeted
in the objectives of the K-12 Curriculum specifically in terms of the individual and group
initiative and proactivity has been met as rated by the respective work immersion supervisor.

The importance of the skills specified by Table 3. e was emphazed by Geertshuis, Jung
and Cooper-Thomas (2014), “Proactivity is important to individual success”and in addition, the
Institute of Progressive Education & Learning (2015), further explained that the Curriculum
Standards of the K-12 is to develop the societal soft skills of students, to be more pro-active
response in the task and activities given to the 21st Century Learners. Furthermore, the
independence among students such as taking their initiative on task given, thinking innovatively
outside the box of instruction is a positive learning experience (American University School of
Education, 2017). While in the World of Work, skills and behaviour that are connected to being
proactive and taking the iniative when the need arises is a valuable employability assets
alongside with the academic standing is important to human resource managers (Tymon &
Batistic , 2016). For the students who choose the Kolehiyo as their curriculum exits,
proactiveness and personal initiative correlates to the academic performance (Liando & Lumettu,
2017), in Negosyo initiative, proactiveness and being innovative is much associated with social
entrepreneurial achievement (Nsereko, Balunwaya, Munene, Orobia & Muhammed, 2018)

As to the results on the extent of the appraisal of partner institution of their decision
making as part of the competencies on the program of the WIP among the respondents as
depicted in Table 4.f below, shows that the Grade 12 respondents satisfies their respective WIP
partner supervisors , with an over all mean of 3.95, interpreted as “very satisfactory”.

Table 4.f.
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in terms of Decision-making

Judgment/Decision making Mean Interp.

1. Analyzes problems effectively. 3.96 VS
2. Has the ability to make creative and effective solutions to problems. 4.01 VS
3. Demonstrates good judgment in handling routine problems. 3.89 VS
Overall Mean 3.95 VS
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

Majority of the items are rated as very satisfactory. These item emphasize the concepts of
making decision at their own level in relation to the given task assigned to them by their
respective work monitoring supervisors such as encoding, filing and others. This only shows that
involving the SHS students on the different task helps them improve their decision making skills.
As explained by Fletcher (2015) that meaningful student involvement higlights the role for
students as systematic decision makers. And with the thrust of the K12 Curriculum educators are
enjoined to focus on meanigful student activities that will hone the decision making skills of the
students to prepare them for the different curriculum exits once they finished their Basic
Education (DepEd, 2016).

Many studies also show that decision making skills must start at early age if they want to
enhance their chance of a good job in the future (Brown and Hesketh., 2004; Greenbank.,2010;
Teaching Learning Development Unit, 2015). And the emergence of employability skills is
attributed to different skills learned inside the classrom such as communication skills, problem-
solving skills and decision making skills (Asonitou, 2016). Moreover, decision making skills is
important because it plays in the life of students as well as to their life satisfaction and social
relationships to individuals (Colakkadiougolu and Celik, 2016) which are essentials to the
Negosyo exits. Furthermore, if students choose the Kolehiyo as their curriculum exits enhacing
the decision-making is also critical, since this skill is also part of the student-based decision
making which is crucial in the HEI’s (Baarends, der Klink and Thomas, 2017).

As to the results on the extent of the appraisal of partner institution of their reliabilty and
dependability as part of the competencies on the program of the WIP among the respondents as
depicted in Table 4.g below, shows that the Grade 12 respondents satisfies their respective WIP
partner supervisors , with an over all mean of 4.23, interpreted as “outstanding”.

Table 4.g.
Extent of the appraisal of partner institution in relation to the competencies on the
program of Work Immersion in terms of Dependability/Reliability
Dependability/Reliability Mean Interp.
1. Has the ability to follow through and meet deadlines. 4.14 VS
2. Has commitment for his/her action. 4.36 O
3. Can adjust easily to changes in workplace. 4.23 O
4. Displays high level of performance at all times. 4.21 O
Overall Mean 4.23 O
Legend: 4.21 – 5.00

O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60 SE (Fair), 1.00 – 1.80
NI (Needs Improvement)

Majority of the items under the competencies on dependability and reliability were rated
positive by the work immersion supervisors. Looking closely on the evaluation of these items
can be pressumed that the different work immersion supervisors are satisfied with the outcome of
each task given to the respondents. The objectives of the WIP are to hone the skills and immerse
of the students in their choosen curriculum exits. For the attainment of their lifelong skills, being
reliable and dependable among the most sought characteristics in a work place (Shannon Staffing
Working Together, 2015). And in addition, dependability and reliability are among the sub skills
under the Soft skills and Non-technical skills that is essential to learning acquired by the 21st
Century Learners (Helena and Thomas, 2016).

Table 4.h.

Extent of the appraisal of partner institution in relation to the competencies on the

program of Work Immersion in terms of Attitude
Attitude Mean Interp.
1. Offers assistance willingly. 4.42 O
2. Shows a positive work attitude. 4.51 O
3. Shows sensitivity to and consideration for other's feelings. 4.19 VS
4. Accepts criticism positively. 4.26 O
5. Shows pride in work. 3.63 VS
Overall Mean 4.20 VS
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)

For Table 4.h on the extent of the appraisal on the performance of the respondents in
terms of their attitude in their respective workplace as rated by their work immersion supervisors
with an over-all Mean of 4.20 or “Very Satisfactory.
 Item 3 shows the different level of sensitivities of the respondents with their immersion
partners. This explains that the different level of sensitivities are part of the individual
differences. This finding is confirmed by a study of William et. al (2016), among the 278
respondents it was found out that empathy and sensitiveness is connected to individual
differences. And item 5 shows how confidence in their assigned work or task in which although
it is also rated high but not outstanding. This findings also confirm by study conducted by Strada
Education Network (2017), in a 43 randomly selected four year institutions with 32,000 students
that reveals a crisis of confidence among most of the students regarding their readiness to jobs
specially during the first months in the job.

While the rest of the items show an outstanding performance in the work attitudes such as
accepting criticisms and suggestions by their respective work immersion supervisors. In any
business establishments on their marketability of those interns ethincial behaviour such as
accepting criticism constructively is important (Gault, 2015), a lifeskill essential for the
curriculum exit of Trabaho. In addition, positive attitude is also essential core value in attaining
academic achievement in higher education (Iovo, Runcan & Runcan, 2015).

As to the results on the extent of the appraisal of partner institution of the professionalism
as part of the competencies on the program of the WIP among the respondents as depicted in
Table 4.i below, shows that the Grade 12 respondents satisfies their respective WIP partner
supervisors , with an over all mean of 4.50, interpreted as “outstanding”.

Table 4.i

Extent of the appraisal of partner institution in relation to the competencies on the

program of Work Immersion in terms of professionalism
Professionalism Mean Interp.
1. Respects persons in authority. 4.71 O
2. Uses all tools, equipment and facilities responsibly. 4.44 O
3. Follows all policies and procedures when issues and conflict
4.36 O
arises.
4. Physical appearance conforms with the workplace and placement
4.49 O
rules.
Overall Mean 4.50 O
Legend: 4.21 – 5.00 O (Outstanding), 3.41 – 4.20 VS (Very Satisfactory), 2.61 – 3.40 S (Satisfactory), 1.81 – 2.60
SE (Fair), 1.00 – 1.80 NI (Needs Improvement)
 The results shows that the respondents conforms with the work traditions and norms of
their assigned respective workplace. That’s why the goal of the SHS Curriculum is not only
limited to knowledge skills but to enrich good work habits, attitudes and apreciation respect to
work (DepEd, 2016; UST, 2018). Moreover, the conformity with the rules and regulations on
safety is highligted in the Guidelines of the WIP (Deped.gov.ph, 2017). Besides, in an working
environment one of the importance is a healthy work culture because this serves as binding
instrument among people in an organization (Bhardwaj, 2016).

In a recent study conducted by the NACE or the National Association of College and
Employers as cited by Virginia Polytechnic Institute and State University (2016), in relation to
the competencies and values of college graduates to be possibly hired in a company,
Professionalism and work ethics topped the list with 97.5%.

Table 5

Significant difference on the appraisal of the Partner Institution in terms of its profile
Partner Institution Mean F Sig. t df Interp.
Sector

Government Sector 4.45 .092 .762 -.711 71 NS

Teamwork
Private sector 4.55 -.713 70.891
Government Sector 4.14 .132 .717 -1.466 71 NS
Communication
Private Sector 4.35 -1.464 69.934
Attendance and Government Sector 4.47 .167 .684 -1.196 71 NS
Punctuality Private Sector 4.61 -1.195 70.337
Productivity and Government Sector 4.09 1.375 .245 -1.485 71 NS
Resilience Private Sector 4.33 -1.491 70.988
Initiative/Producti Government Sector 4.16 1.026 .315 -.584 71 NS
vity Private Sector 4.24 -.588 70.596
Judgment/Decision Government Sector 4.00 .056 .814 .541 71 NS
making Private Sector 3.90 .543 70.982
Dependability/Reli Government Sector 4.17 3.102 .083 -.847 71 NS
ability Private Sector 4.30 -.857 67.816
Government Sector 4.23 .446 .507 .393 71 NS
Attitude
Private Sector 4.17 .396 70.678
Government Sector 4.44 .004 .948 -1.027 71 NS
Professionalism
Private Sector 4.56 -1.027 70.567
Significant at the level of ≤ 0.05 level
 Table 5 presents the analysis of the data generated relative to the differences on the work
immersion partnership performance appraisals to demographic profile of the partner insitution
involved in the Work Immersion Program.

The results shows that both government and private institutions are in the same level for
it shows no significant difference. Furthermore, the findings may suggest that no gap on the
performance appraisal between the Local Government Offices partnering the WIP of Artacho
National High School and the Private Institutions who are also partners in the realization of the
WIP of the said school. Since regardless of the insitution who will tie-up with the WIP is always
bounded by the same WIP Guidelines (Department Order 30, s. 2017).

Table 6

Curriculum Exit Programs of the Respondents

Curriculum ABM HUMSS GAS

Total
Exits Male Female Male Female Male Female
Kolehiyo 6 15 5 14 10 6 56
Trabaho 2 0 0 0 2 3 7
Negosyo 0 0 0 0 0 0 0
TechVOC 0 0 0 0 5 8 13
N=76

The table further shows that majority of senior high school students dream of enrolling in
college and getting a college diploma. As reflected by different studies and statistics such as the
numbers coming from the Bureau of Labor Statistics conducted in 2016 shows that 69.7 percent
who graduated from high school in the United States were enrolled in college (Thomson, 2018).
While in the Philippines for the past 10 years specifically from Academic Year 2007-2017 the
number of High School Graduates enrolled in college ranges from about 36 million as compiled
by the OPKRM- Knowledge Management Division and based on the data submitted by various
tertiary institutions (CHED, 2018). Whereas in the latest numbers given by Secretary Briones of
the Department of Education, there are 61 percent or 700,000 to 800,0000 out of the 1.252
million Senior High School graduates for SY 2018-2019 who plans to continue and enroll in
tertiary education (Montemayor, 2018).
Qualitative Data

After studying and analyzing the results of the interview from the respondents regarding
their experiences in the Work Immersion Program through the FGDs and IDs, three themes
emerged as an reflection of their 80-hour work immersion experiences by the respondents. These
are Alignment, Work Ethics and Un-satisfaction

Table 7

Work Immersion Experiences of the Respondents

Work Immersion Experiences
Alignment
Work Ethics
Communication
Strict Supervision and Monitoring
Punctuality and Time Management
Team Work and Collaboration
Un-satisfaction

Alignment

One of the objectives of the K-12 Curriculum is the alignment, contextualization and
localization through experiential learning specially in the Work Immersion Program for the
Grade 12 Learners as stated below:
“The Curriculum entails alignment ……. and that Specialization are aligned to the Work Immersion”
(Deped Order 19 s. 2016)

The importance of alignment in the training of the students specifically for the On the Job
training such as the immersion equips the graduates of the necessary skills needed for their exits
(UNESCO, 2014). And in addition, trainings conducted by the industries and other work
immersion partners is important in helping the graduates of the Senior High School Program to
be a competitive citizen in terms of employability and business oriented individuals that will
contribute to the human capital development of our country (Coalition for Change, 2018)

Ms Moody: Municipal Social Welfare and Development, yun po kasi hindi po kami naasign sa PNP sa
office. Yung MSWD parang magkakonekta po kaya dun po kami sa MSWD.

Earl: kasi sa college naman may subject naman sila na Information Technology pati yung mga kukuha ng
criminology
 Thina: Kasi sa social work pag yung mga files po ng nga bata a kunyari kelangan ng information pwede
po silang lumapit sa MCR para magtanong nung mga background information ng isang bata. Kung sino mga
magulang, kelan siya pinanganak.

Having the work immersion will help the SHS graduates to have an birds eye view on the
necessary job orientation of their chosen exits. Aside from it is a requirement for graduation, it
helps the learners to acquire experiences relative to their target courses in college as in the case
of Artacho National High School who offers Academic Track.

Mr. Serious: yes, mam kasi po yung work immersion connected po sa kukunin po naming sa college.

Furthermore, the Work Immersion Program is to give them the experiences and
opportunities to do task relevant with their plan course in college and with the relevant skills as
well.

Ina: Yes sir konektado po sa kukunin naming course sa college kasi po ang ginagawa naman ay humawak
ng pera at nagaayos ng papel

Yatz:mam yung pagawain ng mga seedbeds na konektado sa electives naming na agriculture.

Ms. Moody: Mam connected po din po yung work immersion kasi naeenhance po yung skills po and
nadadagdagan po yung knowledge ko kasi nga MSWD, parang sister kwan ng PNP. Nadadagdagan po knowledge
ko, parang na try ko pong yung pakiki social kuwan basta yun.

Thus, each WIP training venue is a development venue to add more to the learning
inside the classroom in relation to their chosen field of practice (Lozada, 2017).

Work Ethics
Communication
In the Senior High School Manual of Operations one of the objective of the Curriculum is
to equipped SHS graduates the 21st century skills such as communication skills as a result of the
inter government agency consultation between Department of Education, Commission on Higher
Education and the Technical Education and Skills Development Authority (DepEd Memorandum
76 s. 2016)
Ms. Moody One thing na ginagawa dun is yung nagiinterview po kami dun sa mga kwan…. Sa mga clients
naming everday.. yung halimbawa… may isang program pa po kasi yung MSWD yun sa scholarship program or
assistance program kami po yung nagiinterview sa kanila.
 The results of this theme is a reinforcement of the results of Table 4.b on the extent of the
appraisal on the competencies in relation to communication which was graded by their respective
work immersion supervisors “outstanding”.
According to Holmes (2014), “communication skills are important for incoming college
students for most of the time they engage not only with their instructors/professors but with
others as well”. Thus, whatever the curriculum exits or the outcome of their tertiary education,
without honing the communication skills, they may result to poor job employment. Furthermore,
Homes pointed out that in every on the job training or other similar trainings is a good
avenue to enhance communication and interpersonal skills.
Strict Supervision and Monitoring
One of the responsibilities of the work immersion teacher and the work immersion
supervisor is to exercise parental authority over the students under the WIP by exerting
extraordinary diligence at all times. Monitoring and Supervision of the different task is important
in order to achieve the purpose of the WIP (DepEd Order 30 s. 2017)
MG: Lagi po kami sinusupervise…….
MMA: Lagi po naka supervise yung supervisor naming at to the extent minsan asa tabi namin.
With effective monitoring and supervision student trainees will easily understand the
rigors of their work environment because it measures the learning that the students have and the
expected learning from their experiences (ANU Press, 2017). Therefore, the success of the Work
Immersion Program depends also to the supervision and monitoring in the attainment of
expected learning competencies as reflected in the previous tables.
Punctuality and Time Management
Being on time has a positive impact on learning. In a study conducted by Calderella et. al
2011 as cited by Vukovic (2017), being late or absent can disrupt learning. Hence, to attain the
learning of lifelong skills the value of being punctual is important. This was attested by the
responses of the respondents.

Thinna: Hindi po kami nalalate kasi kelangan ulit ng extra day or extra hour pag umabsent or malate.
Chinito: Never po namin na try ang umabsent or malate dahil babayaran kasi namin pagka ganun.
The Department of Education issued DepEd order 39 s. 2018 which add clarification and
additional information to the previous DepEd Order 30 s. 2017 or the guidelines on Work
Immersion stating that a make up schedule will be in place when students is short of the
prescribed work immersion hours due to valid reasons by compensating the time lost (DepEd,
2018)
Thus, the results of the interviews also jive with the results as reflected in Table 4.c.
And in addition, time management is also connected to punctuality since punctuality is
actually managing the time wisely. As reflected in Table 6 majority of the respondents chose to
pursue a college degree and considering the fact that Artacho Senior High School is offering
only Academic Track, a lot of studies shows that there is connection between Time Management
and Academic Achievement if they wanted to be successful in their academic endeavour.
According to Nashrulla and Khan (2015), “Time Management has something to do with their
academic standards”.

Earl: Ang natutunan po namin mam sa work immersion is time management

Thinna: Aside po sa pag eencode naeenhance po naming yung time management.

Jomar: Napapag sabay-sabay rin po naming sir ang una lahat po ng department nag-oobligate po sa amin,
nagbibigay po ng obligation reuest kung kukuha sila ng budget at kung saan nila ipupunta so kung gagawin po
naming yun sir, bago naming ibigay ang budget nay un iobligate naming sir, lalagyan naming ng serial code para
alam naming kung saan napunta pagkatapos po niyan sir i-encode naming sa computer pagkatapos naming i-
encode is isulat naming sa journal book.

After graduation from Senior High School, and upon entering college, time management
is important because of the different task given in college compare to basic education. In the U.S.
as a result of a study by the American Association of Community Colleges majority of incoming
college students are having their part-time or full-time jobs at the same time (AASC, 2009;
Thomson, 2017). While in a similar study conducted by Cyril (2014) found out that there is
significant relationship between time manageent and Academic Achievement of Higher
Secondary students of which this will be a key to success in the higher ladder of education.
Team Work and Collaboration
In any work experience learning teamwork is one of the important soft skills to be
developed. And in addition, research shows that learning task as result of teamwork enhances the
learning of students specially tasks that involves social interactions which is essential in any
working environment (Canadian Academy of Dental Health and Sciences, 2015).
Jomar: Bali sir nagtutulong-tulong po kami as long as hindi po kami busy, as long wala po kaming
ginagawa, naghahanap pa rin po kami ng trabaho.

Superman: Yes sir may collaboration kami, teamwork at division of work ….tulongan po.

The quantitative results in Table 4.a with regards to teamwork is parallel with answer of
the respodents in the interview. Competencies with regards to teamwork is a valuable life skills
(Berett, 2017) and life skills is one of the learning outcomes being targeted by K-12 Curriculum
(DepEd, 2017)

Unsatisfaction
The K-12 Curriculum is in its birth stage as well as the work immersion program. Both
on their 3rd year of implementation. It is but normal for a new program to have problems.. The
following problems were encountered by the respondents based on their interview.
SBT: Kasi po pinapagawa po kami ng mga hindi dapat kuwan kung baga sana po dapat paobserbahan po
kami doon sa nagluluto pero hindi po, kung bagkos po pinaghuhugas lang po kami ng pinggan pero cookery ang
aming elective.

Learning competencies is a must to attain in order for the students to be successful in the
world of work (International Association for K-12 Online Learning, 2017), but when the
competencies are misaligned the purpose of learning is defeated (Kim,Care and Vista, 2019).
Jiel: Bitin kasi sir ang work immersion at saka ang ginagawa lang namin is naglilinis tulad ng walis at
gumagawa ng poste eh cookery kami.

Mr. Serious: Kung sa akin lang po. Gusto ko po mailagay sa mga …. Doon po sa office ng PNP or
mismong Mayors Office po. Mas maimprove ko pa po yung learnings ko kasi po mag eenrol po ako ng Criminology.

Thus, in the findings of the study conducted by Abella (2019) on the challenges
experienced by the Senior High School ABM Strand, he suggested that “ the new trend of
learning is to situate learners at the center of the experience and empowers them to be
responsible for their own learning”. This findings correlate with the objective of the K-12
Curriculum in the attainment of Life skills.