Impact of ABS-CBN WIP on Soft Skills

Running head: THE IMPACT OF ABS-CBN WIP ON THE C.V.
SOFT SKILLS
Eugenio Lopez Jr. Center for Media Arts Senior High School
Sct. Torillo St., Sacred Heart Diliman, Quezon City
THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM EXPERIENCE
TOWARDS THE CURRICULUM VITAE SOFT SKILLS OF GRADE 12
STUDENTS OF ELJSHS SY.2018-2019
ABONG, CHARMAINE O.
CANARIAS, JHAN MATHEW G.
TING, EDGAR RUFFY L.
MA-12 Integrity
March 2019
THE IMPACT OF ABS-CBN WIP ON THE C.V. SOFT SKILLS
THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM EXPERIENCE
TOWARDS THE CURRICULUM VITAE SOFT SKILLS OF GRADE 12
STUDENTS OF ELJSHS SY.2018-2019

Eugenio Lopez Jr. Center for Media Arts Senior High School
Senior High School Department
Quezon City
APPROVAL SHEET
This Research entitled THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM

EXPERIENCE TOWARDS THE CURRICULUM VITAE SOFT SKILLS OF GRADE 12
STUDENTS OF ELJSHS SY.2018-2019 prepared and submitted by CHARMAINE O. ABONG,
JHAN MATHEW G. CANARIAS and EDGAR RUFFY L. TING in partial fulfillment of the
requirement for Practical Research II has been examined and hereby recommended for approval
and acceptance.
Mr. Richard Dela Peña
Thesis Adviser
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Approved by the COMMITTEE ON ORAL EXAMINATION
Mr. Guillermo Nikus A. Telan

Chairman
Mr. Bernard M. Paderes
Member
Mr. Erwin A. Apostol

Member
Accepted in partial fulfillment of the requirements for Practical Research II

Richard Dela Peña
Research Adviser
ACKNOWLEDGEMENTS
The researchers would like to thank the following: the diligent efforts of the research adviser
Mr. Richard Dela Pena of the Faculty of Eugenio Lopez Jr. Center for Media Arts Senior High
School; the effective and quick consultations from Mr. Erwin A. Apostol of the Faculty of ELJSHS;
the statistician, Ms. Angelie Gabriel of the College of Statistics - Polytechnic University of the
Philippines Sta. Mesa and the efficacious advice and consultations from the group of Gayle Balanta,
Issa Calipay and Edgar Russel Ting of ELJSHS MA12-Meritocracy SY. 2018-2019; for the gift of
support and friendship from the group of Fiolo Anton Dapuran, Ma. Krystene Lingwa and Giulliari
Tricia Saavedra of ELJSHS MA12-Integrity SY. 2018-2019. For the religious support, the Sacred
Heart Parish Kamuning. To the kind home of Mrs. Joyce Canarias and the cute little dog, Sachi, for
inspiration and happiness. A huge gratitude towards Cedrick James Valenzuela of ELJSHS MA11-
Radio SY. 2018-2019 for the eternal support and his loving and accepting home. Of course, the
loving family of ELJSHS MA12-Integrity SY. 2018-2019 and the classroom adviser ‘integriDAD’
– Mr. Kevin Neil Daylo of the Faculty of ELJSHS. The making of this thesis had been very
impossible and it’s very poor and sad. But with these persons’ help, the researchers achieved a
triumphant success: the finishing of this thesis. Last but not the least, the respective families of the
researchers: the family of Charmaine Abong, the family of Jhan Mathew Canarias and the family
of Edgar Ruffy Ting.
Glory to God in the highest!

DEDICATION
For our teachers,
our friends,
Abong family
Canarias family
Ting family,
ourselves
and to God.
Table of Contents Page
CHAPTER 1: The Problem and its Background
Introduction …………………………………………………………………………..1
Statement of the Problem………………………………………………………..….3
Assumptions…………………………………………………………………………..5
Significance of the Study…………………………………………………………...6
Scope and Limitations/ Delimitations of the Study……………………………..7
Conceptual Framework & Theoretical Framework……………………………8
Definition of terms……………………………………….…………………………9
CHAPTER 2: Review of Related Literature and Studies
Local Studies………………………………….….………………………………..12
Foreign Studies……………………………….…….…………………………....16
CHAPTER 3: Methods of Research
Introduction…………………………………….….………………..…….……...24
Population…………………………………….….……….…………..…...…….24
Sample………………………………………..……………….…………………25
Research Design……………………………………….…..….……....….……25
Data Gathering Procedure……………………………..….….……….…….26
CHAPTER 4: Presentation, Analysis and Interpretation of Data
Presentation, Analysis and Interpretation of Data ….…………......…...31
CHAPTER 5: Summary, Conclusion and Recommendation
Introduction…………………………………….…...………..…..……….….62
Findings………………………………………….………………..…….…....63
Conclusion………………………………………..……………...….…….....65
Limitations……………………………………….……..………..….…….…65
Recommendations……………………………..….……………...…...........66
Bibliography…………………………………………………….….……...…...…….67
Appendices……………………………………………………………………………68
ABSTRACT
The Philippine education system has the K-12 program that requires a subject
‘Work Immersion’, students of secondary education are immersed in a serious training,
specifically in the actuality of work. As ABS-CBN University opens its doors for Work
Immersion Program (WIP) catering Senior High School students and specifically its
counterpart Eugenio Lopez Jr. Center for Media Arts Senior High School (ELJSHS), the
given school were the first participants and trainees of this program. Grade 12 students of
ELJSHS are expected to participate on this WIP for actual creative and production
processes, allowing them to apply the theories they learned in the classroom setting. In the
aspect of readiness at work, soft skills of each employee is essential. The greatest factor
that an employee should have and be aware of is good interaction. Soft skills are being
developed specially testing an individual’s ability to socialize; the soft skills are
prerequisite factors to consider at work for the experience at the workplace mainly gives
an impact towards the output of an employee or trainee. In preparation for work, Senior
High School awareness about the work ethics in the field because of the Work Immersion
subject. This study explored the impact of ABS-CBN Work Immersion Program
experience towards the soft skills of Grade 12 students of ELJSHS S.Y. 2018-2019. A total
of 70 students were selected. In this research, resume’s standard soft skills, according to a
research expert Natalie Severt was used as a concrete basis for evaluating its impact from
the experience of the WIP. The method used in this research is quantitative with correlation
analysis and techniques used are self-concept questionnaires. The main objective of this
study is to evaluate the impact of WIP experience towards the soft skills of the Grade 12
students whether by seeing its improvement or absence of advancement.

CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
Work Immersion is a key feature of K-12 curriculum to comply to in the Senior
High School (Grade 12) in order to graduate from secondary education. The K-12 Work
Immersion Program as means to develop competencies and work ethics in preparation for
the real world and as a part of Department of Education (DepEd) Order No. 40 series of
2015 the Senior High School (SHS) curriculum existing of 80 hours of hands on
experience. The Grade 12 students will undergo the said immersion to expose them to the
actual work place setting and to enrich the competencies provided by the school head and
Designated Partner Institution. Work Immersion is one of the specialized subjects to enable
students to immerse in actual work/profession. The overall objective of the subject, Work
Immersion, is to develop students' competencies and work ethics relevant to pursuing and
joining the real world of work.
Following the DepEd Order No. 40 the Grade 12 Media Arts students in Eugenio
Lopez Jr. Center for Media Arts Senior High School must be assigned to different agencies
to the students’ choice. In the institution, ELJSHS, students are beneficially given a chance
to participate in a Work Immersion Program inside ABS-CBN; as part of their subject,
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‘Work Immersion’. Students are given two-week time to become interns in their own
specified area, which is in three departments; the study will focus on the two variables;
Media Arts students’ soft skills and ABS-CBN Work Immersion Program.
Experience, in the part of students, is the most vital role before stepping into the
world of work profession. Every detail and learning from the education subsequently will
be towards curriculum vitae. Aside from learning and developing skills, one of the most
important attributes not only in the real world but in the professional medium is the ethics
and the universal essential and people skills. One of in line with the process is the student’s
personal and emotional skill or ‘soft skills’. Soft skills including; Communication skill its
either oral or written and let students to explicit themselves effectively in the workplace;
Ability to adapt and be flexible when a constantly changing of work environment is needed;
Decision Making and problem-solving skill that are a blend of using analytical and creative
thinking to find solutions; Time Management skill that demonstrate the ability to work
productively by using time wisely; Self- Motivation skill that drives and strive to do things;
Conflict Resolution that handles situations respectfully and productively; Leadership skill
that can handle people and can delegate specific task clearly; Teamwork skills that allow
to operate well in a group setting in the workplace area to quickly accomplish tasks; and
lastly, Creativity skills that can help to develop innovative solutions to problems at work.
The soft skills listed are used to attainably assess the student’s fitness to work environment
and job or profession.
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STATEMENT OF THE PROBLEM
The K-12 Curriculum perceives that students without proficient knowledge and
practical skill acquired prior to their chosen track have absence of work ethics information-
hence, the curriculum vitae standard soft skills, therefore Work Immersion Program for the
Senior High School is established as a specialized subject. The research sought the trainee’s
evaluation and self-assessment in accord to the three fields the respondents belong to:
Integrated News and Current Affairs, Television Production and Film and Music.
The general problem of this study is: The Impact of ABS-CBN Work Immersion
Program Experience Towards the Curriculum Vitae Soft Skills of Grade 12 Students of
ELJSHS S.Y.2018-2019. Specifically, the study sought answers to the following questions:
1. How much ABS-CBN Work Immersion Program experience impact the students’
standard resume soft skills: 1. Communication, 2. Ability to Work Under Pressure, 3.
Decision Making, 4. Time Management, 5. Self-motivation, 6. Conflict Resolution, 7.
Leadership, 8. Adaptability, 9. Teamwork and 10. Creativity?
1. Integrated News and Current Affairs
2. Television Production
3. Film and Music
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2. What soft skills improved the most and least with student's ABS-CBN Work
Immersion Program experience based on the departments?
3. Film and Music
3. What average of improvement towards soft skill with regards to the impact of
ABS-CBN Work Immersion Program experience?
3. Film and Music
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ASSUMPTIONS
The researchers assume that the students who have gone through work immersion
program have either better or poor performance in terms of executing their soft skills. The
best key point is experience because with experience comes the hidden or in line soft skills
inevitably needed for the work.
Each assessment done and every move made in the actual work immersion helps
and increases the students’ soft skills, based by Natalie Severt (2019), according to the
category that follows: Communication, Ability to Work Under Pressure, Decision Making,
Time Management, Self-motivation, Conflict Resolution, Leadership, Adaptability,
Teamwork and Creativity.
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SIGNIFICANCE OF THE STUDY
Media Arts Students- The ultimate goal of the study is to inform and help Senior
High School students of Eugenio Lopez Jr. Center for Media Arts Senior High School upon
seeing the benefits of Work Immersion. The findings will emphasize the impact of Work
Immersion to students, as well as the effects of the program to the students' soft skills.
This study aims to establish a better understanding of student towards the importance of
being tasked in the actual field of work in accordance to their track chosen. The study will
give the students more ideas on how the actual field of work experience could improve the
students’ soft skills.
Local Education Curriculum (DepEd)- The research provides data to curriculum
makers that seek the impact of implementing the Media Arts strand towards the students’
future career. The presented ideas may be used as reference for future researchers to
conduct a research about Senior High School (K-12) Effectiveness.
ABS-CBN WIP Heads - the study also gives awareness and notice towards the
impact of ABS CBN WIP to the students and that leads to the fact of giving this research
an idea to the program makers about the effects of their immersion towards their trainees.
This research could give them an opportunity to enhance or revise the activities or works
in the immersion program for the implementation improvement of its impact towards the
students.
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SCOPE AND LIMITATIONS / DELIMITATIONS OF THE STUDY
This study primarily focuses on the soft skills acquired of selected Grade 12 Media
Arts students upon going through the work immersion in ABS-CBN. This study is only
limited for selected ELJSHS students, simply those who have undergone the program.
While this report seeks to identify the soft skills incorporated from the curriculum, there
are some limitations in the research available.
The study will only focus on the effects of ABS-CBN Work Immersion Program
experience towards the soft skills of the Media Arts students. The study will only cover the
ABS-CBN WIP, designed for the Senior High School and specifically the Media Arts
strand and the school ELJSHS- a school of ABS-CBN University in partnership with
Magna Anima. And also the impact of the experience of the student from the workplace,
specifically in the department of Integrated News and Current Affairs, Film and Music and
Television Production.
The study excludes the research immersion practices and work duties or workload
that was done by the student-trainees and is included in the work immersion. The study
solidifies soft skills provided by the immersion- ABS-CBN Work Immersion Program
alone, and only assesses post-practicum impact towards students as stated in the title. And
thus don’t recommend practices or recommendations; simply justifying the effects and
aftermath of the immersion on the soft skills of the respondents, the student-practicumers.
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CONCEPTUAL FRAMEWORK
The study’s main subject are Media Arts students’ soft skills prior to the work
immersion as part of their specialized subject, the study will only focus on ABS-CBN Work
Immersion Program where students apply their skills and knowledge towards specific work
place area that gains experiences. To determine this experience, the soft skills of a Media
Arts student will develop and being able to be creative to their specific goal. The overall
increment having the resume’s standard soft skills and experience will help to create
credible curriculum vitae of a Media Arts students.
MEDIA ARTS
STUDENT
ABS-CBN WORK
IMMERSION
EXPERIENCE IMPACT
SOFT SKILLS
RESUME
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DEFINITION OF TERMS
ABS-CBN – One of the leading Philippine business known locally and world-wide is an
entertainment and media conglomerate in terms of net income, operating income, assets,
equity market, capitalization, and number of employees.
ABS-CBN UNIVERSITY – A corporate learning school partnership institution that
provide employees with practical knowledge, business knowledge, managing of
competencies, and task-oriented education to be more competitive in their respective fields
in the media.
CURRICULUM VITAE – It is an in-depth document that is over two or more pages and
it contains a high level of detail about achievements, a great deal more than just a career
biography.
DepEd (Department of Education) - The executive department of the Philippine
government responsible for ensuring access to, promoting equity in and improving the
quality of basic education.
GRADE 12 – The final level of secondary education imposed by the K-12 curriculum.
Additionally, it encompasses students’ abilities towards work-readiness or the tertiary
education.
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GRADE 12 STUDENTS – The upcoming college students or an experienced skilled ready-
to-work employee part of the K to 12 curriculums.
K-12 (Program) – The K to 12 Program covers Kindergarten and 12 years of basic
education (six years of primary education, four years of Junior High School, and two years
of Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship.
MEDIA ARTS – A specialized strand of the Arts & Design Track rooted in the K-12
Education Curriculum.
PRACTICUMERS – The another term for Work Immersion trainees. One who participates
in a practicum, an on-the-job training.
RESUME – The resume sums up briefly one’s professional or work experience and
qualifications, often submitted with an employment application.
SENIOR HIGH SCHOOL (SHS) – Senior High School is a secondary school that
students attend for two grades before college or eligibility to work or business. The stage
includes Grade 11 and Grade 12 and are given specified tracks designed for the students
course in college and profession.
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SOFT SKILLS - The personal attributes that enable someone to interact effectively and
harmoniously with other people.
WIP – The acronym for Work Immersion Program, specifically ABS-CBN.
WORK - Work is a profession or for a job ready person.
WORK ETHICS - It is designed principles to uplift job quality and standards.
WORK IMMERSION - Professional integration of knowledge learned from education.
WORK QUALITY - The ability of the person to express creativity.
WORK READY - Ability of students to work professionally with imparted knowledge.
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CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES
INTRODUCTION
In the curriculum of K-12 program in education, Work Immersion is an
implemented program wherein students are exposed to actual work to gain experience in
the workplace and to help students have an idea in their chosen field and have more
informed career choices. It is given that this program requires a student's work readiness
because the fact that they are deployed to the actual work, they are to be assessed under
supervision by the heads of some departments in the company where the student will be
deployed. The student trainees are the assets of the school in deploying a newbie but of
course with given soft skills that is mostly required as an employee in all companies. This
is also an opportunity for students to know to manipulate their soft skills in.
LOCAL
One of the main purposes of K‐12 education in the Philippines is to prepare students
with the skills necessary for success after graduation from secondary education. In addition
to basic competencies in reading and mathematics, success in postsecondary education and
employment increasingly requires so‐called “soft skills.” The K-12 Work Immersion
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Program as means to develop competencies and work ethics in preparation for the real
world and as a part of Department of Education (DepEd) Order No. 40 series of 2015 the
Senior High School (SHS) curriculum existing of 80 hours of hands on experience. The
Grade 12 Students will undergo the said immersion to expose them to the actual work place
setting and to enrich the competencies provided by the school head and Designated Partner
Institution. The official executive department of the Philippine government, DepEd’s,
online gazette listed the salient features of the K-12 program, in which the researchers
emphasize, ‘Gearing Up for The Future’. On the tab, Gearing Up for The Future, the data
further explained the overall objective of the implemented program: ‘Nurturing The
Holistically Developed Filipino (College and Livelihood Readiness, 21st Century Skills).’
The site stated “After going through Kindergarten, the enhanced Elementary and Junior
High curriculum, and a specialized Senior High program, every K to 12 graduate will be
ready to go into different paths – may it be further education, employment, or
entrepreneurship.” Additionally, the government website revealed that every graduate will
be equipped with: Information, media and technology skills, Learning and innovation
skills, Effective communication skills, and lastly Life and career skills. Students undergo
immersion, which may include earn-while-you-learn opportunities, to provide them
relevant exposure and actual experience in their chosen track. And is listed as an applied
track subject apart from the other two: core curriculum and specialized. As an applied track
subject work immersion is listed as ‘Inquiries, investigatories, and immersion.’
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Work Immersion assess performance of the practicumers in terms of competencies,
skills, attitude and personality development as excellent. The most effective method to
develop competencies and skills of students is through on-the-job training (OJT) and work
immersion program that allows students and future career holders to have competent skills.
This process exposes students to hone the capabilities and ethics the students previously
have; before stepping towards work and job platform. The students graduate with a diploma
with acquired/stocked knowledge about the work profession the future employees are
going to take. It is similar to having a bullet to a gun, before stepping into a warzone you
need to be prepared. On-the-job training is that warzone.
On-the-job training focuses on the acquisition of skills within the worker’s
environment generally under normal working conditions. through on the job training
workers acquire both general skills that they can transfer from one job to another and
specific skills that are unique to a particular job. On-the-job training typically includes
verbal and written instruction and demonstration. Observation and hands-on practice and
imitation are who party the OJT. On-the-job training is the oldest form of training. Prior to
the advent of off-site training classrooms "the only practical way of learning a job is
working alongside an experienced worker in a particular trade or profession. On-the-job
learning is a practical method that offers an easier" more effective method to ensure that
education is constantly improving.
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Embedded in the curriculum, among the four tracks offered in Senior High School,
Arts and Design track leads to the creative field right after the students graduate. One of
the things special for the track is its core subjects, absorbing skills and knowledge needed
for the students’ creative future. As the Philippines continues to implement the added years
in the learning system, it eventually prepares a student to become professional and work
ready holistically. The key purpose of Arts and Design track is to produce creative job-
ready professionals who want to join the workforce and leave a substantial impact. The
curriculum structures to expose students to the different areas of the creative field:
multimedia forms such as industrial and interior design, architecture, animation,
photography, film, performing arts and media arts.
One of the leading and only institution that offer the Media Arts strand is the
Eugenio Lopez Jr. Center for Media Arts Senior High School in Quezon City. ABS-CBN,
the country’s leading media and entertainment company, has been recognized for its efforts
to fill the gap between current practices in the media and what is taught in schools through
the enhanced curriculum of the ELJSHS.
The ELJSHS’s Work Immersion program, which is part of the curriculum
developed with the help of ABS-CBN University, exposes Senior High School students to
actual creative and production processes, allowing them to apply the theories they learned
in the classroom setting.
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FOREIGN
There have been a number of studies that have sought to better understand the
benefits of a study about the importance of having practical sessions after educational
lectures in academic institutions. The experiences acquired vary greatly with regards to a
number of factors including program goals and activities, among many others. The
majority of studies reviewed were of a qualitative design focusing primarily on
participants’ perceptions of their immersion experiences and what those experiences meant
to them. A few studies sought to quantify the experience with a survey or questionnaire.
The literature reviewed suggests an overall positive experience for those who have an
international immersion experience. There were a number of recurring themes that will be
discussed individually: cultural competency, transformative, personal and professional
development, and otherness. The following literature reviewed propose to those people
who experience work immersion. The concepts will help to better understand the impact
of work immersion towards students. To further express the importance of experience,
subsequently, towards curriculum vitae- Curriculum Vitae has three skills vital to
acceptance and likeability of employers. The three skills are listed: employability skills are
qualities and attitudes, that employers say are essential for an employees’ workplace;
transferable skills are general skills that an employee can take to any workplace; and
specialist or technical skills are skills that relate to a specific job or group of jobs.
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Jaime Greene’s (2016) study concluded that colleges and employers emphasize the
importance of core skills. Standards writers, curriculum designers, and classroom teachers
have spent the past several years clamoring to find ways to revitalize curriculum and
instruction and increase rigor in ways that prepare students for life after school. Greene
(2016) agrees that students need an education that prepares them for college and career.
The statistics about students who go to college unprepared for the rigors of college
coursework, relegated to taking courses for no credit, decreasing the likelihood that they
will graduate. But preparation for college and career success requires much more than
exposure to a robust curriculum. Today's employers perceive a lack of soft skills among
recent graduates. Soft skills, sometimes called key skills, core skills, key competencies, or
employability skills, are those desirable qualities that apply across a variety of jobs and life
situations—traits such as integrity, communication, courtesy, responsibility,
professionalism, flexibility, and teamwork. While these soft skills are cited as integral to
workplace success—according to CareerBuilder, 77% of employers say that soft skills are
just as important as hard skills—college professors identify the same characteristics as
important to college success. Young people who transition successfully from high school
to college show an ability to manage their time, meet deadlines, get along with classmates
and roommates, and deal with setbacks. People develop soft skills through socialization,
learning the values, attitudes, and actions through interactions with others. Because
socialization and relationship-building are a critical part of young adolescents' lives, middle
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school is a perfect place to incorporate soft skill development into the school day. By
adding this important element to instructional plans and classroom expectations, educators
help prepare students for success after graduation.
To get on in life, a person takes more than subject knowledge – the modern world
requires children to develop strong social skills as workplaces are transformed by
technology. As a result, talents like innovation and creativity are increasingly prized by
employers. As Varkey Foundation (2018) talks about importance of soft skills in academic
learning in a journal letter- states that early development of these and other “soft skills” –
such as critical thinking and decision making – also improves student performance. Such
skills are now more highly prized by recruiters than mathematics: “fewer than 20% of
hiring managers said that recent graduates lacked the math skills needed for the work, [but]
more than half said that recent graduates lacked attention to detail”, a report by US think-
tank The Hamilton Project says. The report also cites data that shows a teacher’s ability to
improve soft skills has more effect on high school graduation rates than raising test scores.
Varkey Foundation described the soft skills that needed to be weighed on education.
Critical thinking – Varkey Foundation loosely defined the soft skill as critically evaluating
the validity and relevance of information – is frequently cited as a core skill for young
people. Educators and employers promote it as one of the “Four Cs” vital for success in
the 21st century, alongside communication, creativity and collaboration. Hanover Research
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suggests there is a range of teaching strategies for encouraging critical thinking, including
cooperative learning, case study discussion, conference‐style learning and written
assessments. “Each of these strategies is designed to force students to think about the
situation they are presented with and to discuss the various components of the situation,”
says the report. Thinking critically also improves other important abilities, such as complex
problem solving and decision making. One of the skills Varkey Foundation listed is active
listening. One question is whether today’s students are losing the art of listening. Research
shows undergraduates using laptops have a worse understanding of lectures than those who
take handwritten notes. Other studies show laptops cause “visual pollution”, distracting not
only the user, but those around them. However, despite young people in the developed
world increasingly using computers in school, comprehension skills are still important. In
particular, ‘active listening’ – defined as “giving full attention to what other people are
saying, taking time to understand the points being made, asking questions as appropriate,
and not interrupting at inappropriate times” – was identified by one report as the most
important soft skill needed in US school curriculums.
To more clearly define the soft skills important for postsecondary success, Hanover
Research selected a number of high‐growth occupations, as identified by the Bureau of
Labor Statistics, and then determined the skills required in such occupations, as defined by
the O*NET database, which provides detailed information on the skills, knowledge, and
education required for various occupations. For any given occupation, the database ranks
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individual skills in importance from zero to 100, which makes it possible to find the average
importance rating for a given skill across a set of given occupations. Hanover compiled the
skill importance ratings for a number of high‐growth occupations and averaged the ratings
across these set of jobs: Active Listening, Speaking, Critical Thinking, Reading
Comprehension, Monitoring, Coordination, Time Management, Social Perceptiveness,
Judgment and Decision Making, Service Orientation, Complex Problem Solving, Writing,
and Active Learning. In the postsecondary education context, skills such as these are also
very important. Colleges and universities require competencies in communication, critical
thinking, and time management. Indeed, many organizations highlight the similarities in
the skills required for college and career readiness, with postsecondary education designed
to further develop these skills.
The experience and knowledge is a student’s prerequisite before stepping the
professional world to have a grasp of his/her career. Training is an act of improving skills
and essentially having more knowledge for doing a particular job. Hanover Research’s
Incorporating Soft Skills into the K-12 Curriculum (PDF document) also suggests a range
of ways that listening can be encouraged in the classroom, including placing an emphasis
on learning how to think rather than collecting information, and asking students questions
that encourage deeper thinking and more than one answer. Hanover Research’s study
highlighted the aforementioned soft skills and discussed among various skills. Hanover
Research described the said skill as of paramount importance for postsecondary success.
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Furthermore, educators can structure instructional time to ensure that students spend
significant time working on active and effective communication. The research
recommended further practices: curriculums can involve essays, reading comprehension
exercises, group discussion, and presentations in various subject areas. Multiple skills may
also be incorporated simultaneously, such as evaluating the class on active listening during
presentations by other students. Critical thinking, problem solving, and decision making
are also important for postsecondary success. Most curricula for teaching these skills in a
school setting rely on two components, Hanover Research listed: The first component is
instruction based on worked examples and practice. Guidance and supervision should
gradually lessen as students learn, either individually or in groups, to tackle problems by
simplifying and solving complex situations. The second component consists of
assessments designed to evaluate the level of thinking and analysis that students are
applying. Rubrics and testing styles vary extensively, but they all focus on testing students,
individually or in a group, through an example problem or case situation. The study’s third
key finding: Postsecondary success also requires skills for working in teams, as well as
being able to produce high‐quality work individually. In order to develop these skills,
literature recommends modeling social intelligence behavior and self‐regulation, as well
as creating role‐playing and cooperative environments. The literature of the study
suggested putting students together to work in groups is insufficient, for students must also
have personal and group accountability for results, as well as the social skills for working
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together. Modeling and practicing social perceptiveness is emphasized for developing an
understanding of how others think and view the world. Time management is an essential
skill for both postsecondary education and the workplace. Literature recommends
modeling time management and guiding students through structuring their time. Setting
intermediate deadlines can help students build the mindset of breaking long processes into
individual components, which helps prevent time mismanagement. Hanover Research
stated that there are clear ways to incorporate these skills into the curriculum across
disciplines. The main methods involve modeling behavior, working examples, and
reinforcing skills through practice, which in the research best describes the core subject
Work Immersion.
Natalie Severt (2019), a graduate of Urbana University, Bachelor of Arts in English
Literature and Creative Writing, a renowned resume expert and a reputable work
employment counselor in the internet has a blog which tackled her case study 99 Key Skills
for a Resume. The study tackled different areas and keys to work. Severt listed ten soft
skills needed for students: Communication, Ability to Work Under Pressure, Decision
Making, Time Management, Self-motivation, Conflict Resolution, Leadership,
Adaptability, Teamwork and Creativity. Severt (2019) stated that the difficulty of teaching
and defining soft skills for a job is the reason why a list of soft skills on a resume are valued.
And if an applicant has great soft skills on his/her resume, he/she will do better than a
candidate who has nothing more than the required technical skills.
22
Severt (2019) described soft skills as “people skills” or “social skills.” Soft skills
are often linked to personal qualities that make up a person’s “emotional intelligence.” In
total, the skills mentioned are special skills like communication skills, relationship
building, management skills, and creativity. In contrast with technical skills, soft skills are
often harder to demonstrate, learn, and define for a job.
23
CHAPTER 3
METHODS OF RESEARCH
METHODOLOGY
INTRODUCTION
This quantitative study determines the impact of ABS-CBN Work Immersion
Program experience towards Eugenio Lopez Jr. Center for Media Arts Grade 12 students
by having the curriculum vitae’s standard soft skills as an assessment to manifest ranges
of skills acquired by the students. The data includes tabulation of questionnaires that sought
the student’s perception about the soft skills they acquired. This chapter covers
participants, research questions, data collection methods, and concluding with data
analysis, limitations, and a brief summary.
POPULATION
The population of this study are students from Eugenio Lopez Jr. Center for Media
Arts Grade 12 Students currently enrolled during academic year 2018-2019. Grade 12
students whom took the core subject, Work Immersion, as part of the curriculum to give
the students a chance to engage in actual work, and subsequently improve work-readiness
and acquire skills and strengthen abilities.
24
SAMPLE
Participation was limited to students who have gone under ABS-CBN Work
Immersion Program as interns during the span of September 10, 2018 until November 27,
2018. In the work immersion proper, the trainees were divided into different departments:
Integrated News and Current Affairs (INCA), Film and Music, and TV Production. A total
of 70 participants were assessed in the study and was separated in the study as three
respective groups; INCA - 20; Film and Music 20; and TV Production - 30.
RESEARCH DESIGN
The study is a quantitative type of study and a correlational research. The researcher
seeks to understand what kind of relationships naturally occurring variables have with
ABS-CBN Work Immersion Program and soft skills. In the case, the independent variable
is the ABS-CBN WIP and the dependent is the soft skills. The information will be used
to conduct further research to determine the aftermath of the on-the-job training conducted.
The research allows to achieve a better understanding of a problem or a situation.
The research sought the trainee’s personal estimation regarding the effect of the
ABS-CBN WIP towards their soft skills he/she is going to benefit from to the curriculum
vitae. The survey was answered by the participants former ABS-CBN WIP practicumers
2018-2019 from Eugenio Lopez Jr. Center for Media Arts Senior High School.
25
DATA GATHERING PROCEDURE
The respondents’ data will be collected using two kinds of survey forms; first-
assessing the soft skills wherein students rank using the Likert scale (1-5) according to each
category of the given ten soft skills; the second- expanding the thought by real-life
situations given still inclined to the previous research. The respondents were permitted to
conduct the research gathering with the permission of Richard Dela Pena, resident
Mathematics and Research teacher and Faculty, Eugenio Lopez Jr. Center for Media Arts
Senior High School.
Upon permit being granted, the questionnaire-scale provided variables with
regards to the subject of the study. Questionnaires were then distributed during school
hours and participants are given an ample amount of time of fifteen minutes to complete
the survey. The participants were treated equally and received the same questionnaire. The
participants answered by the sections the participants belong in; Media Arts 12A-
Excellence with 10 participants, Media Arts 12B- Meritocracy with 20 participants, Media
Arts 12C- Integrity with 13 participants, Media Arts 12D- Teamwork with 10 participants,
and Media Arts 12E- Service with 17 participants.
The survey dwelled on one subject: soft skills. One- summarizing where students
rank using the Likert scale the soft skills acquired through the previously experienced Work
Immersion under each category (variables) as follows: Communication, Ability to Work
26
Under Pressure, Decision Making, Time Management, Self-motivation, Conflict
Resolution, Leadership, Adaptability, Teamwork and Creativity. The respondents were
given numbers 1-5: meaning 5- the highest, as Outstanding; 4 as Very Satisfactory; 3 as
Satisfactory; 2 as Unsatisfactory; lastly, 1- the lowest, as Poor. The questionnaire assessed
the student-practicumers’ perception about the character and soft skills the Immersion has
brought the students after the actual immersion.
The second questionnaire, inclined with the first one, expanded the thought given
by the first questionnaire by the given statements; of which fell to certain soft skills /
category. Respondents had four choices: Strongly Agree, Agree, Disagree and Strongly
Disagree. Represented by 1-4, with 4 being the Strongly Agree, 3 for Agree, 2 for Disagree
and 1 for Strongly Disagree. The second questionnaire assessed further how the soft skills
affect the respondents using real life scenarios based on school practices. The second
questionnaire assessed further how the soft skills— the ten; affect the respondents. The
questions were based on per soft skill and situation assessment. The data gathered will be
used to rank each soft skill in each department. The tabulation of data will be as of
follows: each soft skill that covers the questions. The student’s evaluation sheet will be
grouped according to the three assigned division: Integrated News and Current Affairs
(INCA), Television Production, and Film and Music.
27
STATISTICAL TREATMENT OF DATA
The responses of the respondents to the questionnaire checklist were carefully
tallied tabulated and organized. The data were presented, analyzed and interpreted with the
used of weighted mean, frequency counts, percentage and ranking system.
The presentation analysis and interpretation of the data were based
on the weighted mean as shown by the scale ranges as follows:
a. For weighted mean computation is:
TWF
WM = ___________
n
Where:
WM = stands for weighted mean
f = stands for frequencies
TWF = stands for weighted frequency
n = total number of respondents
28
The table of equivalent which is the basis of the interpretation of the data will be:
Scale Weight Verbal Interpretation
5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Moderately Agree
2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree
29
b. For weighted mean computation is:
Sum of (IM x f)
MGD = __________________
Sum of f
Where:
MGD = stands for mean of grouped data
IM = stands for interval midpoint
f = stands for frequency
The table of equivalent which is the basis of the interpretation of the data will be:
Scale Weight Verbal Interpretation

5 4.21 – 5.00 Outstanding
4 3.41 – 4.20 Very Satisfactory
3 2.61 – 3.40 Satisfactory
2 1.81 – 2.60 Unsatisfactory
1 1.00 – 1.80 Poor
30
CHAPTER 4
PRESENTATION, DATA ANALYSIS AND INTERPRETATION OF DATA
The quantitative data analyzed in this chapter emanates from the responses of the
student-trainees to the questionnaire which was specifically designed to collect their
experience assessment related to their work immersion practice in ABS-CBN. The data
collected from the students’ questionnaire, which was designed to solicit information
regarding their soft skill impact critically required for their curriculum vitae, has also been
presented and discussed. The following chapter reports on the findings from the interviews
which were conducted with principals. The tables presented are in accordance with the
order being stated in the Statement of the Problem. The result of this study are given below.
Assessment of student-trainee per soft skill towards ABS-CBN WIP grouped in
department
This study determines the assessment of respondents towards ABS-CBN Work
Immersion Program in terms of the following soft skills: Communication, Ability to Work
Under Pressure, Decision Making, Time Management, Self-motivation, Conflict
Resolution, Leadership, Adaptability, Teamwork and Creativity respectively.
31
Communication
Table 1.1
1.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.1.1 I am now confident to talk and socialize to 3.50 Strongly Agree
people
1.1.1.2 I gained more confidence reciting in the class 3.30 Strongly Agree
1.1.1.3 I became more comfortable communicating 3.60 Strongly Agree
with the heads
Average weighted Mean 3.53 Strongly Agree
Table 1.1 shows the assessment of the respondents’ towards the ABS-CBN Work
Immersion Program in terms of the soft skill Communication item 1.1.1.1 I am now
confident to talk and socialize to people has weighted mean of 3.50 verbally interpreted as
Strongly Agree, item 1.1.1.2 I gained more confidence reciting in the class has weighted
mean of 3.30 verbally interpreted as Strongly Agree, item 1.1.1.3 I became more
comfortable communicating with the heads has weighted mean of 3.60. In total, INCA’s
assessment on Communication is 3.53.
Table 1.2
1.2 Television Production
Weighted Verbal
Indicator
Mean Interpretation
32
1.2.1.1 I am now confident to talk and socialize to Strongly Agree

3.35
people
1.2.1.3 I became more comfortable communicating Strongly Agree
3.40
with the heads
comfortable communicating with the heads has weighted mean of 3.40. In total, Television
Production’s assessment on Communication is 3.38.
Table 1.3
1.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
1.3.1.1 I am now confident to talk and socialize to Strongly Agree
3.37
people
1.3.1.3 I became more comfortable communicating Strongly Agree
3.47
with the heads
33
comfortable communicating with the heads has weighted mean of 3.47. In total, Film and
Music’s assessment on Communication is 3.39.
Ability to Work Under Pressure
Table 2.1
2.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.2.1 I can now handle pressure in school while 3.35 Strongly Agree
doing my work as a student
Immersion Program in terms of the soft skill Ability to Work Under Pressure item 1.1.2.1
I can now handle pressure in school while doing my work as a student has weighted mean
of 3.35 verbally interpreted as Strongly Agree. In total, INCA’s assessment on Ability to
Work Under Pressure is 3.35.
34
Table 2.2
Weighted Verbal
Indicator
Mean Interpretation
of 3.35. In total, Ability to Work Under Pressure’s assessment on Ability to Work Under
Pressure is 3.35
Table 2.3
2.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
35
of 3.27 verbally interpreted as Strongly Agree. In total, Film and Music’s assessment on
Ability to Work Under Pressure is 3.27.
Decision Making
Table 3.1
3.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.3.1 I became more decisive 3.45 Strongly Agree
1.1.3.2 I end up having right choices in decision- 3.25 Strongly Agree
making
Immersion Program in terms of the soft skill Decision Making item 1.1.3.1 I became more
decisive has weighted mean of 3.45 verbally interpreted as Strongly Agree, item 1.1.3.2 I
end up having right choices in decision-making has weighted mean of 3.25 verbally
interpreted as Strongly Agree. In total, INCA’s assessment on Decision Making is 3.35.
Table 3.2
Weighted Verbal
Indicator
Mean Interpretation
1.2.3.1 I became more decisive. 3.35 Strongly Agree
36

making.
interpreted as Strongly Agree. In total, Television Production’s assessment on Decision
Making is 3.25.
Table 3.3
3.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
1.3.3.1 I became more decisive. 3.30 Strongly Agree
making.
interpreted as Strongly Agree. In total, Film and Music’s assessment on Decision Making
is 3.30.
37
Time Management
Table 4.1
4.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.4.1 I can now responsibly do my job / task right 3.45 Strongly Agree
away
1.1.4.2 I get to manage my time well 3.05 Strongly Agree
1.1.4.3 I don’t usually cram and rush things 2.90 Strongly Agree
Immersion Program in terms of the soft skill Time Management item 1.1.4.1 I can now
responsibly do my job / task right away has weighted mean of 3.45 verbally interpreted as
Strongly Agree, item 1.1.4.2 I get to manage my time well has weighted mean of 3.05
verbally interpreted as Strongly Agree, item 1.1.4.3 I don’t usually cram and rush things
has weighted mean of 2.90 verbally interpreted as Strongly Agree. In total, INCA’s
assessment on Time Management is 3.13.
Table 4.2
Weighted Verbal
Indicator
Mean Interpretation
38
away
Immersion Program in terms of the soft skill communication item 1.2.4.1 I can now
has weighted mean of 2.90 verbally interpreted as Strongly Agree. In total, Television
Production’s assessment on Time Management is 3.18.
Table 4.3
4.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
away
Immersion Program in terms of the soft skill communication item 1.3.4.1 I can now
39
has weighted mean of 2.90 verbally interpreted as Strongly Agree. In total, Film and
Music’s assessment on Time Management is 3.13.
Self-motivation
Table 5.1
5.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.5.1 I learn that motivating myself could make my 3.35 Strongly Agree
work easier
Immersion Program in terms of the soft skill Self-motivation item 1.1.5.1 I learn that
motivating myself could make my work easier has weighted mean of 3.35 verbally
interpreted as Strongly Agree. In total, INCA’s assessment on Self-motivation is 3.35.
Table 5.2
Weighted Verbal
Indicator
Mean Interpretation
40
work easier
interpreted as Strongly Agree. In total, Television Production’s assessment on Self-
motivation is 3.35.
Table 5.3
5.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
work easier
interpreted as Strongly Agree. In total, Film and Music’s assessment on Self-motivation is
3.33.
41
Conflict Resolution
Table 6.1
6.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.6.1 I can now ease conflicts and make better 3.30 Strongly Agree
solutions.
1.1.6.2 I became better in problem solving. 3.30 Strongly Agree
Immersion Program in terms of the soft skill Conflict Resolution item 1.1.6.1 I became
more decisive has weighted mean of 3.30 verbally interpreted as Strongly Agree, item
1.1.6.2 I end up having right choices in decision-making has weighted mean of 3.30
verbally interpreted as Strongly Agree. In total, INCA’s assessment on Time Management
is 3.30.
Table 6.2
Weighted Verbal
Indicator
Mean Interpretation
solutions.
42
verbally interpreted as Strongly Agree. In total, Television Production’s assessment on
Conflict Resolution is 3.10.
Table 6.3
6.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
solutions.
Table 6.1 shows the assessment of the respondents towards the ABS-CBN Work
verbally interpreted as Strongly Agree. In total, Film and Music’s assessment on Conflict
Resolution is 3.37.
43
Leadership
Table 7.1
7.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.7.1 I learned not to be hesitant to stand as a 3.35 Strongly Agree
leader.
1.1.7.2 I became more confident in terms of leading. 3.50 Strongly Agree
Immersion Program in terms of the soft skill Leadership item 1.1.7.1 I learned not to be
hesitant to stand as a leader has weighted mean of 3.35 verbally interpreted as Strongly
Agree, item 1.1.7.2 I became more confident in terms of leading has weighted mean of
3.50 verbally interpreted as Strongly Agree. In total, INCA’s assessment on Leadership is
3.35.
Table 7.2
Weighted Verbal
Indicator
Mean Interpretation
leader.
44
3.15 verbally interpreted as Strongly Agree. In total, Television Production’s assessment
on Leadership is 3.10.
Table 7.3
7.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
leader.
3.13 verbally interpreted as Strongly Agree. In total, Film and Music’s assessment on
Leadership is 3.17.
45
Adaptability
Table 8.1
8.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.8.1 I learned to adjust to different kinds of 3.65 Strongly Agree
situations whether in the environment or works
1.1.8.2 I learned to adapt the nature of a certain place 3.65 Strongly Agree
or environment
Immersion Program in terms of the soft skill Adaptability item 1.1.8.1 I learned to adjust
to different kinds of situations whether in the environment or works. Has weighted mean
of 3.65 verbally interpreted as Strongly Agree, item 1.1.8.2 I learned to adapt the nature of
a certain place or environment has weighted mean of 3.65 verbally interpreted as Strongly
Agree. In total, INCA’s assessment on Adaptability is 3.65.
Table 8.2
Weighted Verbal
Indicator
Mean Interpretation
46
or environment
to different kinds of situations whether in the environment or works has weighted mean of
3.35 verbally interpreted as Strongly Agree, item 1.2.8.2 I learned to adapt the nature of a
certain place or environment has weighted mean of 3.40 verbally interpreted as Strongly
Agree. In total, Television Production’s assessment on Adaptability is 3.38.
Table 8.3
8.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
or environment
to different kinds of situations whether in the environment or works. Has weighted mean
of 3.50 verbally interpreted as Strongly Agree, item 1.3.8.2 I learned to adapt the nature of
47
a certain place or environment has weighted mean of 3.57 verbally interpreted as Strongly
Agree. In total, Film and Music’s assessment on Adaptability is 3.54.
Teamwork
Table 9.1
9.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.9.1 I became more cooperative and work in 3.50 Strongly Agree
different teams
1.1.9.1 I learned to work efficiently in groups 3.30 Strongly Agree
Immersion Program in terms of the soft skill Teamwork item 1.1.9.1 I became more
cooperative and work in different teams has weighted mean of 3.50 verbally interpreted as
Strongly Agree, item 1.1.9.1 I learned to work efficiently in groups has weighted mean of
3.30 verbally interpreted as Strongly Agree. In total, INCA’s assessment on Teamwork is
3.40.
Table 9.2
Weighted Verbal
Indicator
Mean Interpretation
48

different teams
3.50 verbally interpreted as Strongly Agree. In total, Television Production’s assessment
on Teamwork is 3.55.
Table 9.3
9.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
different teams
49
3.43 verbally interpreted as Strongly Agree. In total, Film and Music’s assessment on
Teamwork is 3.45.
Creativity
Table 10.1
10.1 INCA
Weighted Verbal
Indicator
Mean Interpretation
1.1.10.1 My creative side had developed 3.40 Strongly Agree
1.1.10.2 I became more creative in my ideas 3.55 Strongly Agree
Immersion Program in terms of the soft skill Creativity item 1.1.10.1 My creative side had
developed has weighted mean of 3.40 verbally interpreted as Strongly Agree, item 1.1.10.2
I became more creative in my ideas has weighted mean of 3.55 verbally interpreted as
Strongly Agree. In total, INCA’s assessment on Creativity is 3.48.
Table 10.2
Weighted Verbal
Indicator
Mean Interpretation
50
Strongly Agree. In total, Television Production’s assessment on Creativity is 3.43.
Table 10.3
10.3 Film and Music
Weighted Verbal
Indicator
Mean Interpretation
Strongly Agree. In total, Film and Music’s assessment on Teamwork is 3.67.
51
Assessment of soft skill towards ABS-CBN WIP grouped in department
The following data determines the assessment of the resume standard ten soft skills
towards ABS-CBN Work Immersion Program per department: Integrated News and
Current Affairs (INCA), Television Production, and Film and Music.
INCA
Table 11
Very Satisfactory
Unsatisfactory
Outstanding
Satisfactory
Poor
Verbal
Weighted
Indicator Interpretation
Mean
5 4 3 2 1
Frequency
2.1.1
8 9 3 0 0 4.25 Outstanding
Communication
2.1.2 Ability to work
7 10 3 0 0 4.20 Very Satisfactory
under pressure
2.1.3 Decision
making
2.1.4 Time
management
2.1.5 Self-motivation 8 7 4 1 0 4.10 Very Satisfactory
52
2.1.6 Conflict
resolution
2.1.7 Leadership 8 9 2 1 0 4.20 Very Satisfactory
2.1.8 Adaptability 11 7 2 0 0 4.45 Outstanding
2.1.9 Teamwork 10 7 3 0 0 4.35 Outstanding
2.1.10 Creativity 12 6 1 1 0 4.45 Outstanding
Overall Weighted Mean: 4.24 Outstanding
Table 11 shows the assessment of the resume standard ten soft skills towards ABS-
CBN Work Immersion Program pertaining to the department INCA; item 2.1.1
Communication has weighted mean of 4.25 verbally interpreted as Outstanding, item 2.1.2
Ability to work under pressure has weighted mean of 4.20 verbally interpreted as Very
Satisfactory, item 2.1.3 Decision making has weighted mean of 4.00 verbally interpreted
as Very Satisfactory, item 2.1.4 Time management has weighted mean of 4.10 verbally
interpreted as Very Satisfactory, item 2.1.5 Self-motivation has weighted mean of 4.10
verbally interpreted as Very Satisfactory, item 2.1.6 Conflict resolution has weighted mean
of 4.25 verbally interpreted as Outstanding, item 2.1.7 Leadership has weighted mean of
4.20 verbally interpreted as Very Satisfactory, item 2.1.8 Adaptability has weighted mean
of 4.45 verbally interpreted as Outstanding, item 2.1.9 Teamwork has weighted mean of
4.35 verbally interpreted as Outstanding, item 2.1.10 Creativity has weighted mean of 4.45
verbally interpreted as Outstanding. In total, INCA’s assessment on the resume’s standard
soft skills is 4.24, verbally interpreted as Outstanding.
53
Television Productions
Table 12
Unsatisfactory
Outstanding
Satisfactory
Satisfactory
Very
Poor
Weigh
Verbal
Indicator ted
Interpretation
Mean
5 4 3 2 1
Frequency
2.2.1 Communication 5 12 3 0 0 4.10 Very Satisfactory
2.2.2 Ability to work
Under pressure
2.2.3 Decision making 5 10 5 0 0 4.00 Very Satisfactory
2.2.4 Time
management
2.2.5 Self-motivation 9 11 0 0 0 4.45 Outstanding
2.2.6 Conflict
resolution
2.2.7 Leadership 5 13 2 0 0 4.15 Very Satisfactory
54
CBN WIP pertaining to the department TV Prod; item 2.2.1 Communication has weighted
mean of 4.10 verbally interpreted as Very Satisfactory, item 2.2.2 Ability to work under
pressure has weighted mean of 4.00 verbally interpreted as Very Satisfactory, item 2.2.3
Decision making has weighted mean of 4.00 verbally interpreted as Very Satisfactory, item
2.2.4 Time management has weighted mean of 4.15 verbally interpreted as Very
Satisfactory, item 2.2.5 Self-motivation has weighted mean of 4.45 verbally interpreted as
Outstanding, item 2.2.6 Conflict resolution has weighted mean of 4.20 verbally interpreted
as Very Satisfactory, item 2.2.7 Leadership has weighted mean of 4.15 verbally interpreted
as Very Satisfactory, item 2.2.8 Adaptability has weighted mean of 4.60 verbally
interpreted as Outstanding, item 2.2.9 Teamwork has weighted mean of 4.80 verbally
interpreted as Outstanding, item 2.2.10 Creativity has weighted mean of 4.80 verbally
interpreted as Outstanding. In total, TV Prod’s assessment on the resume’s standard soft
skills is 4.31, verbally interpreted as Outstanding.
55
Film and Music
Table 13
Very Satisfactory
Unsatisfactory
Outstanding
Satisfactory
Poor
Weighted Verbal
Indicator
Mean Interpretation
5 4 3 2 1
Frequency
2.3.1
11 15 4 0 0 4.23 Outstanding
Communication
2.3.2 Ability to work Very
8 13 9 0 0 3.97
Under pressure Satisfactory
2.3.3 Decision Very
8 14 8 0 0 4.00
making Satisfactory
2.3.4 Time Very
3 18 9 0 0 3.80
management Satisfactory
2.3.5 Self-motivation 13 14 3 0 0 4.33 Outstanding
2.3.6 Conflict Very
7 19 4 0 0 4.10
resolution Satisfactory
2.3.7 Leadership 13 13 4 0 0 4.30 Outstanding
56
CBN WIP pertaining to the department Film and Music; item 2.3.1 Communication has
weighted mean of 4.23 verbally interpreted as Outstanding, item 2.3.2 Ability to work
under pressure has weighted mean of 3.97 verbally interpreted as Very Satisfactory, item
2.3.3 Decision making has weighted mean of 4.00 verbally interpreted as Very
Satisfactory, item 2.3.4 Time management has weighted mean of 3.80 verbally interpreted
as Very Satisfactory, item 2.3.5 Self-motivation has weighted mean of 4.33 verbally
interpreted as Outstanding, item 2.3.6 Conflict resolution has weighted mean of 4.10
verbally interpreted as Very Satisfactory, item 2.3.7 Leadership has weighted mean of 4.30
verbally interpreted as Outstanding, item 2.3.8 Adaptability has weighted mean of 4.37
verbally interpreted as Outstanding, item 2.3.9 Teamwork has weighted mean of 4.47
verbally interpreted as Outstanding, item 2.3.10 Creativity has weighted mean of 4.67
verbally interpreted as Outstanding. In total, TV Prod’s assessment on the resume’s
standard soft skills is 4.22, verbally interpreted as Outstanding.
57
Assessment of soft skill towards ABS-CBN WIP grouped in department
The following data determines the assessment of ABS-CBN Work Immersion
Program per department: Integrated News and Current Affairs (INCA), Television
Production, and Film and Music towards the soft skills in totality.
INCA
Table 14
Very Satisfactory
Unsatisfactory
Outstanding
Satisfactory
Poor
Verbal
Weighted
Indicator Interpretation
Mean
5 4 3 2 1
Frequency
Communication 8 9 3 0 0 4.25 Outstanding
Ability to work
7 10 3 0 0 4.20 V. Satisfactory
under pressure
Decision
making
Time
management
Self-motivation 8 7 4 1 0 4.10 V. Satisfactory
Conflict
resolution
Leadership 8 9 2 1 0 4.20 V. Satisfactory
Adaptability 11 7 2 0 0 4.45 Outstanding
Teamwork 10 7 3 0 0 4.35 Outstanding
Creativity 12 6 1 1 0 4.45 Outstanding
3.1 INCA Overall Weighted Mean: 4.24 Outstanding
58
Table 14 shows the assessment of ABS-CBN Work Immersion Program of
department Integrated News and Current Affairs (INCA) towards the soft skills in totality.
In total, INCA’s assessment on the resume’s standard soft skills is 4.24, verbally
interpreted as Outstanding.
Television Productions
Table 15
Very Satisfactory
Unsatisfactory
Outstanding
Satisfactory
Poor
Weighted Verbal
Indicator
Mean Interpretation
5 4 3 2 1
Frequency
Communication 5 12 3 0 0 4.10 Very Satisfactory
Ability to work under
pressure
Decision making 5 10 5 0 0 4.00 Very Satisfactory
Time management 7 9 4 0 0 4.15 Very Satisfactory
Self-motivation 9 11 0 0 0 4.45 Outstanding
Conflict resolution 7 10 3 0 0 4.20 Very Satisfactory
Leadership 5 13 2 0 0 4.15 Very Satisfactory
3.2 TV Prod Overall Weighted Mean: 4.31 Outstanding
59
department Television Production towards the soft skills in totality. In total, TV Prod’s
assessment on the resume’s standard soft skills is 4.31, verbally interpreted as Outstanding.
Film and Music
Table 16
Very Satisfactory
Unsatisfactory
Outstanding
Satisfactory
Poor
Weighted Verbal
Indicator
Mean Interpretation
5 43 2 1
Frequency
Communication 11 15
0 4 0 4.23 Outstanding
Ability to work
under pressure
Decision making 8 14 8 0 0 4.00 Very Satisfactory
Time management 3 18 9 0 0 3.80 Very Satisfactory
Self-motivation 13 14 3 0 0 4.33 Outstanding
Conflict resolution 7 19 4 0 0 4.10 Very Satisfactory
Leadership 13 13 4 0 0 4.30 Outstanding
3.3 Film and Music Overall Weighted Mean: 4.22 Outstanding
department Film and Music towards the soft skills in totality. In total, TV Prod’s
assessment on the resume’s standard soft skills is 4.22, verbally interpreted as Outstanding.
60
Presentation of Correlation Coefficient of Soft Skills and ABS-CBN WIP
Table 17
Impact
Correlation
p-value Remarks Decision
Soft Skills Coefficient
0.471 .000 Reject Ho Significant
The above results reveal that ABS-CBN WIP and soft skills are statistically
significant correlation, indicated by a probability value of less than 0.05 (p > .05) and that
of less than 0.01 implies high significance. Therefore, p=0.0000 implies high significance.
This means that the probability of obtaining such a correlation coefficient by chance is less
than five times out of 100, so the result indicates the presence of a relationship.
From this, it can be inferred that ABS-CBN Work Immersion Program, being an
implemented curriculum from Eugenio Lopez Jr. Center for Media Arts Senior High
School has an impact towards the curriculum soft-skills of its graduating, moving up to
tertiary and ready-to-work employees, Grade 12 students. The researchers found a
significant relationship between ABS-CBN WIP and soft skills (p > .05).
61
CHAPTER 5
SUMMARY, CONCLUSION AND RECOMMENDATION
INTRODUCTION
Work Immersion has come to be an accessible integrated subject in the curriculum
of the K-12 program that set students to deploy in an actual work and one thing that students
must be ready for are the resume’s standard soft skills that are usually a quality that is
necessary when applying for a job. Soft skills are indeed given requirements for people to
navigate their environment and as well as working best with others to manifest an
individual positive qualification for an employment. This correlational research is a
quantitative study in which was conducted to present the impact of ABS-CBN Work
Immersion Program (WIP) towards the resume’s soft skills of the Grade 12 students of
Eugenio Lopez Jr. Center for Media Arts Senior High School also in terms of their school
performance- the output of their learning experience. The total sample of this study is
comprised of Grade 12 students of ELJSHS SY. 2018-2019 who participated in ABS-CBN
WIP. The whole sample consist of 70 students with a division- per field that they have
taken: Integrated News & Current Affairs (20), Television Production (20) and Film and
Music (30). The selected sample were allocated a self-concept survey or questionnaire with
concrete basis from the resume expert Natalie Severt (2019).
62
RESULT
The results revealed that majority of the ELJSHS student-trainees in ABS-CBN
WIP had their experience affecting their soft skills positively; and seeing the impact
towards the use of perceived situations within the school. In accordance to the statistical
results, Creativity was the most rated skill, overall, that had an impact towards the student-
trainee’s soft skills and rated Time Management as the least skill that had an impact.
FINDINGS
The following are the intricate findings elaborating all results according to the statistical
results:
 INCA mostly gained both the Adaptability and Creativity soft skill
 Decision Making soft skill had the least gained improvement or impact for INCA
 INCA learned to adapt to different kind of situations and environment and as well
as adapting the nature of the environment
 FILM/ MUSIC had Creativity as the highest soft skill that stands out
 Time Management is the soft skill given out to be the least skill in FILM/ MUSIC
 FILM /MUSIC became more creative in their ideas and had developed their skills
in creativity
63
 TV PROD had Teamwork as the soft skill that had a major impact towards the
experiences
 Ability to Work Under Pressure was the least soft skill that had an impact towards
TV PROD experience.
 TV PROD had an impact that cause them to be more cooperative in working with
different groups because of their experience
 All fields in total had Creativity as the soft skill that had a major impact towards
their experience
 Time Management was the soft skill that had the least impact towards the
experience of all fields
 All student trainees of ABS CBN WIP became more creative in their ideas
 Most of the trainees of ABS CBN WIP in all fields disagreed on the statement of
not cramming and rushing things
64
CONCLUSION
According to the respondents and the statistical results, the researchers conclude
that the ABS-CBN Work Immersion Program experience of the Grade 12 students of
ELJSHS had a positive impact towards the improvement of their soft skills. The findings
had shown appropriate designation of right soft skills for each field or department in the
immersion. The researchers conclude that the major findings have something to do with
the program of the immersion supervisors and student-trainees’ discipline with regards to
the soft skills that lacks the most impact. Time Management among other soft skills that
also is a primary skill that companies necessarily require for deployment and consider for
better performance at immersions as well as in the actual work.
LIMITATIONS
 The study only focuses on the Grade 12 students of Eugenio Lopez Jr. Center for
Media Arts Senior High School who participated in ABS-CBN Work Immersion
Program.
 Specifically, the study only focuses on the impact of ABS-CBN WIP towards the
soft skills of Grade 12 students of ELJSHS and does not include the program itself.
 The research only dwells on the experience of the student trainees from ELJSHS.
 The research only considers the resume’s 10 soft skills done by the study of a
resumes' expert - Natalie Severt (2019).
65
RECOMMENDATIONS
The recommendations of the research are:
 A target from the program that weigh in the scales of the standard soft skills of the
student trainees
 A task in the program that could test and enhance the time management skills of
the students
 Student discipline in time management skills in terms of working in immersions
 A decision making skill improvement for a better performance in actual work that
is a requirement in brainstorming
The recommendations for further research:
 A qualitative study that intentionally targets an interview for an observational study
 A study that also involves the grades of students from the evaluation form of work
immersion to relate to their performances
 A major finding that also includes the side of the supervisors or heads per
department
66
BIBLIOGRAPHY
ABS-CBN Corp. (2018). “ABS-CBN Recognized as Valuable Partner for Education”.
Broussard, K., Curl, L., Murphy, B. & Richmond A. (2014) “The Effect of Immersion
Scheduling on Academic Performance and Students’ Ratings of Instructors”.
Buenaventura, C., Guevarra, N.K., Pillarina, J.M. & Santos, E. (2016). “An Assessment of
Selected HRM Students on their On the Job Training”.
Cabrera, A. (2012). “OJT Program of La Consolacion College Tanauan: Basis for
Development of an OJT Manual”.
Department of Education (2019). “The K to 12 Basic Education Program”.
Doepke, P. (2018). “Hard Skills vs. Soft Skills (and How to Use Them on Your Resume)”.
Greene, J. (2016). “Soft Skills: Preparing Kids for Life After School”.
Hanover Research. (2014). “Incorporating Soft Skills into the K-12 Curriculum”.
Jesu, B. (2011). “20 Good Work habits to develop”.
Mangaluz, J. (2018). “K-12 Work Immersion Program”.
Severt, N. (2019). “99 Key Skills for a Resume”.
Varkey Foundation (2018). “Soft skills that should be on the curriculum”.
67
APPENDICES
QUESTIONNAIRES
68
69
CURRICULUM VITAE
ABONG, CHARMAINE OMEREZ
CONTACT #4 Hermosa St., Brgy. Paltok,

INFORMATION SFDM, Quezon City
charmaine.abong202000@gmail.com
09322103326
EUGENIO LOPEZ JR. CENTER FOR MEDIA ARTS

EDUCATIONAL
SENIOR HIGH SCHOOL
ATTAINMENT
Sct. Torillo St., Diliman, Quezon City
Arts and Design Track – Media Arts Strand
2017-2019
70
AFFLIATIONS “ANG HARAYA”

Staff / News Writer
ACHIEVEMENTS QUEZON CITY DISTRICT SECONDARY SCHOOLS

PRESS CONFERENCE
Contestant: Pagsulat Ng Balita
2018
QUEZON CITY DISTRICT 4 PRESS CONFERENCE
August 18, 2017
QUEZON CITY DIVISION PRESS CONFERENCE
September 5, 2017
JUDGE JUAN LUNA HIGH SCHOOL

Judge Juan Luna St., Brgy. Bungad,
SFDM, Quezon City
2013 – 2017
AFFLIATIONS “HUKOM”
Staff / News Writer
“JUDGE JUAN LUNA DRUM & LYRE and
MAJORETTE CORPS”
President (2017)
Lyricist (2013-2017)
ACHIEVEMENTS DISTRICT 1 PRESS CONFERENCE
Contestant: Broadcasting
2016
PALTOK ELEMENTARY SCHOOL
Mendoza cor. Basa St., Brgy. Paltok,
SFDM, Quezon City
2006-2013
71
CANARIAS, JHAN MATHEW GAMAO
CONTACT 430 Gonzales Cmpd., Summitville Subd.,

INFORMATION Putatan, Muntinlupa City
mathewcanarias@gmail.com
09667016649
EDUCATIONAL EUGENIO LOPEZ JR. CENTER FOR MEDIA ARTS

ATTAINMENT SENIOR HIGH SCHOOL
2017 – present
72
AFFLIATIONS “EUGENIO DANCE CREW”

Senior Member
“ROVER SCOUT”
Member
SAN SEBASTIAN COLLEGE – RECOLETOS

CANLUBANG CAMPUS
Wisdom Ave, Carmelray Industrial Park I
Canlubang, Calamba, Laguna
2013 – 2017
AFFLIATIONS SUPREME STUDENT COUNCIL

Grade 10 Representative (2016)
Drama Club President (2014)
ACHIEVEMENTS SINE-SEBASTINO
2nd Place Music Video Interschool
2016
CALAMBA DISTRICT MEET
Badminton Doubles Division
2015
CALAMBA AREA MEET
Badminton Doubles Division
2016-2017
ST. VINCENT COLLEGE OF CABUYAO

Mamatid Rd., Cabuyao, Laguna
2008-2013
73
TING, EDGAR RUFFY LOPEZ
CONTACT Blk.5 L.3, Phase 4, Tierra Nevada, San Francisco,

INFORMATION General Trias, Cavite City
Ruffyting1222@gmail.com
0906 181 4986
EUGENIO LOPEZ JR. CENTER FOR MEDIA ARTS

EDUCATIONAL
SENIOR HIGH SCHOOL
ATTAINMENT
2017 – present
74
AFFLIATIONS “ANG HARAYA”

Staff / News Anchor
MR. QUEZON CITY HIGH SCHOOL 2017
Title-Holder
AMBASSADOR OF QUEZON CITY HIGH SCHOOL
ACHIEVEMENTS QUEZON CITY DIVISION SECONDARY SCHOOLS
PRESS CONFERENCE
2nd Place Best Anchor and 2nd Place TV Broadcasting
Best Anchor and 1st Place TV Broadcasting
2018
QUEZON CITY DISTRICT 4 SCHOOL
PRESS CONFERENCE
Haraya - Journalist
2018
ANGELICUM IMMANUEL MONTESSORI

OF CAVITE
Blk. 26, Phase 1, Tierra Nevada,
General Trias, Cavite
2007 – 2017
AFFLIATIONS SUPREME STUDENT COUNCIL
Vice President (2017)
CITIZEN ARMY TRAINING (C.A.T.)

Battalion Executive Officer (2016-2017)
75

Impact of ABS-CBN WIP on Soft Skills

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Running head: THE IMPACT OF ABS-CBN WIP ON THE C.V.

Sct. Torillo St., Sacred Heart Diliman, Quezon City

THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM EXPERIENCE

TOWARDS THE CURRICULUM VITAE SOFT SKILLS OF GRADE 12

STUDENTS OF ELJSHS SY.2018-2019

CANARIAS, JHAN MATHEW G.

TING, EDGAR RUFFY L.

THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM EXPERIENCE

TOWARDS THE CURRICULUM VITAE SOFT SKILLS OF GRADE 12

STUDENTS OF ELJSHS SY.2018-2019

This Research entitled THE IMPACT OF ABS-CBN WORK IMMERSION PROGRAM

Approved by the COMMITTEE ON ORAL EXAMINATION

Mr. Guillermo Nikus A. Telan

Mr. Erwin A. Apostol

Accepted in partial fulfillment of the requirements for Practical Research II

of Edgar Ruffy Ting.

Glory to God in the highest!

For our teachers,

Table of Contents Page

CHAPTER 1: The Problem and its Background

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

Significance of the Study…………………………………………………………...6

Scope and Limitations/ Delimitations of the Study……………………………..7

Conceptual Framework & Theoretical Framework……………………………8

CHAPTER 2: Review of Related Literature and Studies

CHAPTER 3: Methods of Research

Data Gathering Procedure……………………………..….….……….…….26

CHAPTER 4: Presentation, Analysis and Interpretation of Data

Presentation, Analysis and Interpretation of Data ….…………......…...31

CHAPTER 5: Summary, Conclusion and Recommendation

‘Work Immersion’, students of secondary education are immersed in a serious training,

students whether by seeing its improvement or absence of advancement.

THE PROBLEM AND ITS BACKGROUND

Work Immersion is a key feature of K-12 curriculum to comply to in the Senior

joining the real world of work.

to participate in a Work Immersion Program inside ABS-CBN; as part of their subject,

and job or profession.

STATEMENT OF THE PROBLEM

1. Integrated News and Current Affairs

3. Film and Music

Immersion Program experience based on the departments?

1. Integrated News and Current Affairs

3. Film and Music

ABS-CBN Work Immersion Program experience?

1. Integrated News and Current Affairs

3. Film and Music

inevitably needed for the work.

Time Management, Self-motivation, Conflict Resolution, Leadership, Adaptability,

Teamwork and Creativity.

SIGNIFICANCE OF THE STUDY

students’ soft skills.

Local Education Curriculum (DepEd)- The research provides data to curriculum

conduct a research about Senior High School (K-12) Effectiveness.

SCOPE AND LIMITATIONS / DELIMITATIONS OF THE STUDY

are some limitations in the research available.

credible curriculum vitae of a Media Arts students.

equity market, capitalization, and number of employees.

ABS-CBN UNIVERSITY – A corporate learning school partnership institution that

provide employees with practical knowledge, business knowledge, managing of

competencies, and task-oriented education to be more competitive in their respective fields

DepEd (Department of Education) - The executive department of the Philippine

quality of basic education.

Additionally, it encompasses students’ abilities towards work-readiness or the tertiary