Effectiveness of Work Immersion Attributes on the Specialized
Subjects of Grade 12 ABM Students in Limay Senior High School
A Quantitative Research
Presented to the Faculty of Limay Senior High School
Duale, Limay, Bataan
In Partial Fulfillment
Of the Subject Requirements in
Practical Research 2
Broncano, Angela Love V.
Diwa, Jenna B.
Logro, Kim Felicity C.
Lopez, Jelainne A.
Tan, Justin M.
12 ABM-A
Date of Completion
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
INTRODUCTION
In our generation the need to work is increasing in order to survive, but to
have at least a basic job it's needed to have experience and skills. One of the
program that can help learners is the work immersion as it gives opportunity
to gain real-world experience in a professional environment. Work immersion
is important as it describes a senior high school curriculum that involves
doing an actual job or work simulation. It will provides the learner with
opportunities to become familiar with the workplace, simulate employment,
and develop their working skills that they can apply to their competencies in
areas of specialization or applied subjects to prepare learners for all
curriculum exits and put their skills and information they have learned about
their chosen track to use.
Work Immersion attributes must exhibit values such as responsibility,
adaptability, communication, teamwork, and professionalism. By having
these work attributes, students can earn the respect and trust from their
employers, and open doors to new careers and opportunities in the future.
But as still a student especially the Accountancy, Business, Management
(ABM) learners, these attributes can be applied to their specialized subjects
as they are in the field of business. ABM track have specialized subjects like
the Fundamentals of Accountancy, Business and Management (FABM) 1 & 2,
Applied Economics, Organization Management , Business Mathematics,
Principles of marketing, Business Finance, Business Ethics and Social
Responsibility that will be taken during there time in grade 11 and 12.
Work Immersion is important for individuals, especially to the students of
Accountancy, Business, Management (ABM). According to National Center for
Education Statistics under the Classification of Instructional Program (2020)
ABM is an integrated or combined program in accounting and business
administration/management that prepares individuals to function as
accountants and business managers. Through this strand you could be a
sales manager, human resources, marketing director, project officer,
bookkeeper, accounting clerk, internal auditor, and a lot more.
The researchers are motivated to pursue this study because they are
determine to know the effectiveness of work immersion attributes to the
specialized subjects of the ABM learners in order to know if the curriculum is
helpful for the students knowledge and improvement that they can use for
their future careers.
STATEMENT OF THE PROBLEM
The general problem of the study is "How may the Effectiveness of Work
Immersion Attributes on the Specialized Subjects of ABM students in Limay
Senior High School be determined? "
Specifically, the study sought answers to the following questions:
1. How may the profile of the respondent be described in terms of:
1.1 Sex;
1.2 Age; and
1.3 Financial stability?
2. How may the work Immersion describes in terms of;
2.1 Number of hours in work immersion;
2.2 Work Immersion venue; and
2.3 Work Immersion attributes?
3. How may the students' effectiveness of work immersion attributes on
their specialized subjects be described in terms of:
3.1 List of Specialized subjects; and
3.2 Average grade of students?
4. Is there a significant difference between work Immersion attributes and
the specialized subjects of Grade 12 Accountancy Business and Management
in Limay Senior High School?
SIGNIFICANCE OF THE STUDY
The study aims to benefit the following groups of entities:
Students. As the center of educational system, students will benefit
from this study by gaining knowledge to enhance their current skills that
they can use to be more effective and efficient in their specialized subjects.
Parents. They will know the importance of work immersion and it's
effectiveness. This will lead them to educate themselves to motivate and
guide their children to be more prepared for their future career.
Teachers. It will be a big help for them as it going to give them ideas,
guidelines to be more productive and effective in their work performances
as a teacher.
Administrators. This study will give them ideas in the effectiveness
of work immersion to students, and that can be use to be a reference to
improve and develop programs that will enhance the current education
curriculum.
Community. People will be aware to the effect of work immersion
and how can it help one individual to have a successful career path in the
future.
Future Researchers. The study will serve as a reference for the
future researches result, they can investigate other factors that may relate to
effectiveness of work immersion attributes on the specialized subject.
SCOPE AND DELIMITATION OF THE STUDY
The purpose of this research is to examine the effectiveness of work
Immersion attributes on the specialized subjects of Grade 12 Accountancy,
Business and Management (ABM), first semester of the school year 2023-
2024 in Limay Senior High School.
The respondents were taken randomly using Stratified Random Sampling
from the total population of ABM 12 students enrolled in the academic year
2023-2024. The forty (40) random students will be drawn from three (3)
distinct sections of Grade 12 ABM students to determine the effectiveness of
work immersion attributes on their specialized subjects .
The study will employ a quantitative research technique and a
correlational research design. The first approach that will be implemented in
the research study is to distribute questionnaires to the chosen respondents
in order to collect data. We will also conduct face-to-face interviews with
students who are ready to meet with us and answer the prepared questions.
Mean and percentage distribution were utilized to present the profile of
the students in terms of sex, age, financial stability, number of hours in work
immersion, work immersion venue , and work immersion attributes. As for to
describe the effectiveness the list of specialized subjects and average grade
of students in their specialized subjects are needed.
To test the difference between the profile of the students and the
effectiveness of work immersion attributes on their specialized subjects, F-
Test Two Sample for Variances (Chi-square) was used.
Notes in Chapter 1
National Center for Education Statistics under the Classification of
Instructional Program (2020), Definition of Accountancy, Business and
Management
Chapter II
THEORETICAL FRAMEWORK
This chapter presents the related theory, related literature and studies,
conceptual framework, hypothesis and definition of terms used in the study.
Related Theory
“Work Immersion is a key feature of the SHS Curriculum,” according to
The Work Immersion Guidelines under DepEd Order No. 30, s. 2017. These
Guidelines were implemented in the school year 2017-2018. As stated in the
Guidelines, the students must participate for at least 80 hours and should at
least take four specialized subjects. It has three parts: pre-immersion,
immersion proper, and post-immersion. In pre-immersion, the students must
attend orientations and prepare some documents. On the other hand, in the
Work Immersion proper, they will be responsible for participating in any
activities that the offices or partner institutions require. Lastly, the post-
immersion part is where they need to make their portfolio and make a report
about their whole experience while conducting Work Immersion.
One of the main goals of this program is to help the students learn the
proper work ethics in certain fields they may pursue in the future and to
improve and know their capabilities. The following are some of the objectives
of Work Immersion: to become familiar with the workplace, for employment
simulation, and to apply their competencies in areas of specialization/applied
subjects in an authentic work environment. Furthermore, the guidelines
stated that Senior High School students are expected To have acquired
different competencies from lower grade levels. By implementing the Work
Immersion program, they will be able to test all of those competencies, and
this will help them transition from school life to the actual world.
It gives relevance to the present study in a way that it provides the
general idea of conducting working immersion. Including the objectives of
the program, learning work ethics in their certain fields that will improve
their capabilities that they will apply to different situations especially to their
competencies in specialized subjects.
Related Literature
Sex. It refers to the two primary categories, male and female, based on
reproductive functions. According to Daisy Bacus et al. (2020), the research
found that work immersion is highly effective for both male and female
students, enhancing their knowledge, skills, and academic competencies.
This indicates that work immersion positively influences students’ academic
development, regardless of their gender.
Its relevant in the study since it present how gender and sex-related
factors impact work experiences during internships or practical training, can
be examined through related literature in the fields of gender studies, work
psychology, and vocational education.
Age. The age at which individuals engage in work immersion can vary
depending on the specific context and purpose of the immersion program.
Here are a few points to consider:
Language Immersion. In the context of language immersion programs,
the age at which individuals start immersion can vary. For example, some
language immersion programs may start as early as preschool or
kindergarten, while others may be available for older students or adults;
Work Experience Programs. Work immersion programs that provide hands-on
experience in a specific industry or field may be available to individuals at
different stages of their education or career; Research on Work Immersion.
Some research studies may explore the effects of work immersion on
individuals of different ages.
Overall, the age at which individuals engage in work immersion can vary
depending on the specific program and context, ranging from early childhood
language immersion to work experience programs for high school students,
college students, and adults.
Its relevant to study since it will define how old the learner is at particular
time of conducting the work immersion.
Financial stability. Having enough money to meet your needs and
handle unexpected expenses without significant financial stress. A study
conducted by Vecino and colleagues in 2020, financial challenges were found
to be a significant issue for students during work immersion, affecting their
ability to participate and reducing their overall interest in the program. This
financial instability, coupled with insufficient supervision time, has raised
concerns about the overall effectiveness of Work Immersion programs in
these circumstances, underscoring the critical role that financial stability
plays in ensuring students’ meaningful participation in such educational
initiatives (Vecino et al., 2020).
It gives relevance to the study since it presents the importance of
having financial stability, which is a big factor in some cases of work
immersion programs. It measures the ability of the learners to participate in
the program without any financial stress.
Numbers of hours in work immersion. It refers to the total time
students spend participating in practical, hands-on experiences related to
their field of study or career interests. The Department of Education (DepEd)
emphasizes the importance of creating safe and conducive learning
environments in collaboration with partners and stakeholders. The primary
focus is on ensuring the safety of learners. This includes limiting the
maximum number of hours spent in a work immersion venue to 40 hours per
week and no more than eight hours per day, in compliance with legal
provisions for children aged below 18 but older than 15.
It gives relevance to the present study since the number of hours in a
work immersion program is a critical factor in determining the depth of
learning, skill development, and workforce readiness for students. It is
important to balance the duration with the quality of the experience and
consider the specific needs and goals of the students and the industry.
Work Immersion Venue. According to Llego (2022) Workplace
Immersion Venue is the place where work immersion is conducted. It shall
conform with the law and the rules and regulations on safety,
appropriateness for learning, and availability of facilities and equipment,
which are issued by the DepEd (DO No. 40 s. 2015), Technical Education and
Skills Development Authority (TESDA), Department of Labor and Employment
(DOLE), Commission on Higher Education (CHED), and other relevant
government agencies. Examples of work immersion venues include offices,
factories, shops, and project sites.
Its relevant to the study since the work immersion venue will be one of
the factor to know where the learners obtained his/her work immersion
attributes.
Work Immersion Attributes. According to Kriscentti Exzur Barcelona
(2018), the subject provides learners with opportunities to become familiar
with the workplace; for employment simulation, and to apply their
competencies in areas of specialization/applied subjects in authentic work
environments. The said learning experience that the students can get from it
will surely enable and help students as they familiarize themselves with the
workplace simulation and apply their competencies in their particular areas.
According to brainly.ph, work immersion attributes refers to the ability
to adapt to new situations and environments is crucial, particularly in work
immersion programs that expose students to different types of work and
industries. Adaptability includes being open-minded, flexible, and willing to
learn new skills and concepts.
Work immersion programs provide senior high school students with an
invaluable opportunity to gain practical knowledge, skills, and values
necessary for their future careers. By developing values and attributes such
as professionalism, adaptability, communication, initiative, and work ethic,
senior high school students can make the most of their work immersion
experiences and prepare themselves for success in their future careers
It gives relevance to study since work immersion attributes obtained by
the learners will be apply to their competencies and acquired skills that
relevant to their track and will be useful to measure the effectiveness of work
Immersion to their specialized subjects
List of specialized subjects. According to Courses.com.ph specialized
subjects are subjects that are unique to the career track or learning strand
that the student chose. These are similar to the major subjects that college
students take, although they’re designed to be less complex than their
college counterparts.
Specialized subjects for the strand of Accountancy, Business, and
Management (ABM) under the Academic Track: Applied Economics,
Organization Management, Business Mathematics, Principles of Marketing,
Business Finance, Business Ethics and Social l Responsibility, Fundamentals
of Accountancy, Business and Management 1 and Fundamentals of
Accountancy, Business and Management 2.
It is relevant to the present study as it will be identify the specialized
subjects of the learners work immersion attributes applied.
Average grade. Mostly it is said that average grade in specialized
subjects may vary depending on various factors such as the educational
level, specific subject, grading system, and individual performance. It is
important to note that the concept of "specialized subjects" can differ across
educational systems and institutions.
These grade point values are used to calculate the cumulative grade
point average (GPA) by multiplying the grade received in each course by the
number of credits the course is worth, adding the grade points together, and
dividing the sum by the total credits of the courses.
It is relevant to the present study since it explains how average grade
may vary depending on various factors and it will be use to measure the
effectiveness of work immersion attributes towards to the specialized
subjects of the learners .
Related Studies
The following are the studies to shed light from the problem
undertaken.
In the study of Bustamante (2019) entitled “Senior high school work
immersion pioneers: A phenomenological study” stated that the work
immersion program provided an opportunity for students to apply the
concepts they learned in the classroom to actual work situations. It also
helped the students to shape their character and values. The program aligns
with the Department of Education (DepEd) goal of preparing senior high
school students for college, employment, or entrepreneurship.
This, somehow gave relevance to study since it presents how work
immersion program shape the learners character and values that can be
applicable in the classroom to actual situations.
In the study of Sadia Anjum (2020) entitled “Impact of internship
programs on professional and personal development of business students: a
case study from Pakistan” stated that work immersion provides an
opportunity for students to apply theoretical knowledge to real-world
situations, thereby improving their practical skills. By studying the effect of
work immersion attributes on specialized subjects, researchers can gain
insights into the specific skills that are enhanced through immersion
experiences. Work immersion experiences often involve interactive and
engaging activities, which can positively influence students’ engagement
and learning behavior. Research on the effect of work immersion attributes
can shed light on how these experiences impact students’ motivation,
interest, and overall learning outcomes.
It gives relevance to study since the researchers studied the effect of
work immersion attributes on the specialized subjects and to it’s impact to
overall learning outcomes of the students.
In the study of Robinson (2018) entitled “Immersion learning in social
work education: A Pedagogical tool for enriching knowledge and practice
skills among BSW Students” presents that work immersion is used in the
United States of America (USA) for Enriching knowledge and further practice
and use of skills. It has been used as a Pedagogical tool for people to learn
and engage, and its primary focus is on the Students’ learning process. Three
outcomes have been seen after Work Immersion; the first is its ability to help
students understand a certain job or topic Better due to their interactions
with actual people experiencing it. They are given A new perspective on the
job that they experienced. Second, they have reported An increase in their
practical skills. Some students believed they had enough skills to work
however realized they had much room for improvement as they finished. The
skills they had before the process increased, such as listening, question
asking, and relationship-building skills. Lastly, they better understood how
their Classroom knowledge could be applied to different work policies and
practices. In correlation, the immersion course has helped them decide what
they would want to practice in the future and whom they would want to work
with.
It gives relevance to study since it shows different aspects of work
immersion, including the different attributes and the understanding of
students to their classroom knowledge.
Conceptual Framework
Figure 1 presents the paradigm of the study.
Independent Variable Dependent
1. Profile Variable
1.1 Sex
1.2 Age
1.3 Financial stability
2. Work Immersion
Numbers of hours in work 2.1 Effectiveness of Work Immersion
immersion attributes on the Specialized
subjects of Students
Work Immersion Venue 2.2
2.3 Work immersion attributes
3. Specialized Subjects
3.1 List of specialized subjects
3.2 Average grade
Figure 1. Paradigm of the Study
The study used the Independent-Dependent variable scheme: Frame 1
represents the independent variable that contains the sex, age, financial
stability, number of hours in work immersion, work immersion venue, work
immersion attributes, list of specialized subjects, and the average grade in
specialized subjects of the students; Frame 2 represents the dependent
variable that compromise of the criteria focus on the effectiveness of work
immersion attributes on the specialized subjects of students.
Hypothesis of the Study
The lone hypothesis of the study is:
1. There is no significant difference between work immersion attributes
towards the specialized subjects of Grade 12 Accountancy, Business
and Management (ABM) students in Limay Senior High School.
Definition of Terms
Age. In the study, it is used to describe how old a person is at particular
time. It measured by years from birth.
Average grade. In the study, it is used to measure if the acquired work
immersion attributes are applicable on the specialized subjects of the
learners.
Financial stability. It is used in the study to know the capability of one
individual to join in an work immersion program.
List of specialized subjects. In the study, it is used to defined the different
specialized subjects of the learners that teach during the semester.
Numbers of hours in work immersion. It is used in the study to know
how long the student has been in work immersion.
Sex. It is used in the study to identify the physical identity of the learner,
whether female or male.
Work immersion venue. It is used in the study to know where the learners
did the program and where he/she got the work immersion attributes he/she
acquired.
Work immersion attributes. In the study, it is used to know the possessed
attributes of the learners that they can apply to their specialized subjects.
Notes in Chapter II
Bacus, D. (2020, April 1). Levels of Effectiveness of Work Immersion in
Academic Development of Selected Grade 12 GAS Students in
Bestlink College of the Philippines.
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1737
Bustamante, J. A. (2019). Senior high school work immersion pioneers:
A phenomenological study. Journal of International Academic
Research for
Multidisciplinary, 7(2),
https://www.researchgate.net/publication/
354126346_SENIOR_HIGH_SCHOOL_WORK_IMMERSION_PIONEERS_A_PHENO
MENOLOGICAL_STUDY
Department of Education. (2017, June 5). Department of Education Order
No. 30 s. 2017 guidelines for Work Immersion. GOV.PH.
https://www.deped.gov.ph/wpcontent/uploads/2017/06/DO_s2017_030.pdf
Is Language Immersion Right for My Child?
https://www.edweek.org/teaching-learning/opinion-is-language-immersion-
right-for-my-child/2016/03
Kriscentti Exzur Barcelona (2018). Chapter 2 Review of Related
Literature https://www.coursehero.com/file/44325612/RRLdocx/
Llego, M. A. (2022, August 11). DepEd Guidelines for Senior High School
Work Immersion. TeacherPH. https://www.teacherph.com/work-immersion/
Robinson, E. L. (2018). Immersion learning in social work education: A
Pedagogical tool for enriching knowledge and practice skills among
BSW Students. Journal of Teaching in Social Work, 38(5), 536–550.
https://doi.org/10.1080/08841233.2018.1516712
Sadia Anjum(2020). Impact of internship programs on professional and
personal development of business students: a case study from
Pakistan.
https://fbj.springeropen.com/articles/10.1186/s43093-019-0007-3
Senior high school in the Philippines: Curriculum Breakdown
https://www.courses.com.ph/senior-high-school-in-the-philippines-curriculum-
breakdown/
Vecino, C. T., & Doromal, A. C. (2020, November 12). The Implementation
of Senior High School Work Immersion Program in Selected Public
Schools in Negros Occidental. Philippine Social Science Journal.
https://doi.org/10.52006/main.v3i2.154
