Sci.Int.

(Lahore),34(5), 413-416, 2022 ISSN 1013-5316;CODEN: SINTE 8 413

CHALLENGES ENCOUNTERED BY SENIOR HIGH SCHOOL TEACHERS

AND STUDENTS DURING IN-SCHOOL WORK IMMERSION
Maria Christina Mapalo – Mina & Nivea Louwah D. Sermona
University of Science and Technology of Southern Philippines, Cagayan de Oro City, Philippine
For correspondence: [email protected]
ABSTRACT: The onset of the COVID-19 pandemic has impacted practically every aspect of life. Education is one system
that has been affected by COVID-19 restrictions. Different teaching and learning schemes were introduced at various levels
of the education sector to ensure learning continuity during this challenging situation. Relevant to the Department of
Education's (DepEd) thrust that "learning must continue," the department released a guideline for work immersion during
the pandemic. Work immersion is considered a Senior High School feature under the K to 12 Basic Education Program.
The guidelines for work immersion issued by DepEd in June 2020 provided various schemes and options for work
immersion delivery, including home-based, community-based, school-based, and a combination of school-industry
partnerships. This qualitative study focused on the challenges encountered by work immersion teachers, coordinators, and
students as implemented in one public secondary school during this health crisis, specifically in the TVL tracks. A total of
seven teachers and coordinators and twenty-one students of different TVL tracks were interviewed. They reported the range
of activities during in-school immersion from pre-immersion activities like implementing rules and regulations in various
workplaces and practical exercises relevant to the specialization. Results revealed that teachers struggled to create and
improve learning modalities that met the objectives of the industrial immersion. For one, materials and equipment available
in schools are not comparable to those in the industry. Another primary concern was students' readiness to perform the
expected tasks of the work immersion program. Teachers spent a lot of time reviewing the technical concepts of the various
specializations. Another challenge is the multiple tasks assigned to teachers. From the students' end, the difficulties were
more focused on their unpreparedness to perform the functions since the major courses were taken during the first year of
the pandemic, before immersion. With these challenges, it is seen that it is vital to prepare and follow a training plan for
work immersion that is aligned with the competencies of the specialization. The in-school work immersion should only be
transitory, and it is highly recommended that students be exposed to the real world of work.

Keywords: COVID19 pandemic, immersion, school-based immersion, educators/coordinators

1. INTRODUCTION crucial graduate course requirement. Each student

Work immersion is one of the Senior High School undergoing Senior High School is required to participate in
Curriculum features under the K to 12 Basic Education Work Immersion related to the fields they want to pursue in
Program. In its initial implementation, the Department of their future careers. Students are exposed to and get familiar
Education (DepEd) released a Curriculum Guide (CG) for with work-related topics through Work Immersion. They
Work Immersion. Grade 12 students are expected to must work in an environment linked to their chosen
undergo an 80-hour hands-on work simulation experience to specialization to improve their expertise. In work
expose them to the workplace and enhance their immersion, students are expected to: (i) learn practical and
competencies. In light of the pandemic, one affected sector relevant industry skills under the supervision of industry
was the education bureau, and in response to this health professionals and workers; (ii) understand the value of ideas
crisis, Online and Modular Learning Modalities were and theories and also their application (iii) improve their
introduced. Specific to work immersion implementation, the technical skills and knowledge; (iv) widen their skills in
Department of Education issued the Guidelines for Work areas not covered in school; (v) cultivate positive attitudes,
Immersion Implementation During Crisis Situation or the work habits, and appreciation; and (vi) show progress in
Memorandum DM-CI-2020-00085. In the said memoranda, communication and interactions. These show how work
DepEd emphasized that learning should be continuous and immersion meets the needs of the students to take on
not stop amidst crises. The guidelines provided different employment challenges or proceed to higher education after
schemes for work immersion delivery, including home- graduating [2].
based, community-based, school-based, and a combination The pandemic impacted practically every aspect of people's
of school-industry partnerships. Other options for the work lives, from their lifestyles to their educational pursuits.
immersion implementation were also stipulated in the During this challenging time, different schools, teachers,
guidelines, such as the development of micro-scale and immersion coordinators may have faced various
proposals or feasibility studies. Schools were allowed to challenges and used varied techniques to perform the
have activities other than the ones presented in the DepEd industry immersion. Thus, this study explored the
Order [1]. This shows the requirement of having the work challenges encountered by work immersion teachers and
immersion for Grade 12 students and how it can be coordinators. The primary purpose of this study was to
conducted in different schemes. Work immersion is a provide possible suggestions and solutions to which areas in
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the school-based immersion may have fallen short in its The findings of a similar study led to the following
implementation during the COVID19 pandemic. conclusions, which were drawn. Students struggling to
choose a career path can use their experiences and skills
2. BRIEF LITERATURE during their Work Immersion as a foundation for evaluating
This section presents relevant studies on work immersion, their career decision-making to feel more fulfilled in the
including legal provisions, particularly of the Department of subsequent courses. To make their future careers easier,
Education. students must assess their ability to work. The work
principles students have learned from their Work Immersion
Work/Industry Immersion in Crisis Situation in other teachers and employers must be implemented. Finally,
Countries. students must grow as people while participating in Work
"What is the effect on employment results of college Immersion [6].
graduates who were not able to complete an internship, Patients diagnosed with the COVID-19 virus have been
those who completed an internship, and also those graduates isolated due to the global health emergency, which has led
who completed an internship as part of a formal, career to the closure of centers and the transition of face-to-face
center internship program?" discovered statistically classes into online classes. Teachers had to adapt to these
essential findings through a study showing that graduating changes at a breakneck speed, not just to the new
students who participated in the internship program of methodological methods but also to their isolation, resulting
career centers was working at a higher rate (83.24%) than in increased stress levels. This research aims to develop a
graduating students who participated in internships concept that improves the work of educators amidst the
(78.33%) and those graduating students who did not pandemic by incorporating information and communication
participate in any internships (70.54 %). The percentages technologies (ICT) into a novel approach that includes
for those who completed training (8.83%) were nearly neuroeducational contributions in managing emotions and
identical in the pursuing work outcome group to those who motivating processes; this would result in more meaningful
participated in the career center internship program learning for students. The combination of neuroeducation
(8.09%). Several conclusions can be drawn from the and ICT can significantly contribute to the current paradigm
findings of this study: graduating students who completed shift [7].
either a paid or unpaid internship were more likely to get
employed within six months after graduation; graduating Work/Industry Immersion in Crisis Situation in the
students who achieved either a paid internship or did not Philippines
complete an internship were more likely to be employed An action plan was proposed that will include a concrete
with a higher average starting salary than a graduating program to solve the issues in the Work Immersion
student who was able to complete an unpaid internship; Delivery Model and develop and retain a specific procedure
graduating students who completed either a paid internship to meet the needs identified during the evaluation of the
or had undergone no internship were more likely to get work immersion program. In this aspect, the researcher
employed at a higher average starting salary than a evaluated the work immersion program and its associated
graduating student who was able to complete an unpaid variables and eventually suggested an intervention program
internship, and graduate students who took part in a formal to attend to the needs of students, teachers, and industry
internship were more likely to get hired and start at a higher stakeholders in the Division of Pasay City to improve the
average salary than those who were unable to take part in work immersion program.
any internship [3]. The proposed intervention plan was planned and built to
Another study found that students who had undergone meet the three classes of respondents' needs for
immersion for two weeks of psychology courses performed implementing the job immersion program. The following
better academically than those in conventional psychology results are based on the findings: 1) The three classes of
courses for 16 weeks. Students in the immersion courses respondents gave the Work Immersion Program an
constantly rated their teachers and courses higher than Excellent rating. 2) In the Work Immersion Program,
students in the courses in both studies for 16 weeks. instructors, business partners, and students receive the same
Contrary to critics, immersion courses can be helpful and evaluation. 3) The proposed Intervention Program is
successful when teaching psychology, based on the findings designed to enhance and provide a detailed process for
[4]. addressing the needs identified during the job immersion
In contrast, a study found that work immersion has a program's evaluation. 4) According to the three classes of
positive impact on student's academic achievement. It respondents, the suggested Intervention Program is strongly
provides the students with the necessary work experiences appropriate [8].
to prepare them for a better future. The students must be
guided by the school authorities and their teachers in the 3. METHODOLOGY
immersion setting that fosters their development and This section discusses clear-cut procedures or systems of
propels them toward academic greatness. Parents are also research methods that were considered in the conduct of the
essential in helping the children during their job immersion study.
[5].

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The study used a case research design employing qualitative prepare and submit, they were also given other assignments
data. Primary data were gathered through an interview in such as distributing and retrieving modules and home
one of the mega schools in Iligan City. A school is visitations.
considered a mega school with more than 101 teachers. One of the researcher's observations is that 4 out of 7
Iligan City is a lone city located on the Northern coasts of teachers did not prepare a training plan. On the other hand,
Mindanao, Misamis Oriental in its North, the province of the three teachers followed the suggested activities
Lanao del Norte in the South, and Bukidnon as Lanao del stipulated in DepEd Order No. DM-CI-2020-00085 in their
Sur in the East. training plans, which are primarily generic activities. The
The study's respondents are 7 Senior High School researcher indicates highly that immersion teachers and
immersion teachers/s/coordinators and 21 Grade 12 coordinators prepare and follow a training plan for work
students. The number of Grade 12 students specifically immersion aligned with the specialization's competencies.
includes three students per TVL specialization offered by Challenges Experienced by Students
the said school, such as Aquaculture, Food Processing, The difficulties the students encountered while immersed
Automotive, EIM (Electrical Installation and Maintenance), were also gathered. Their concerns ranged from personal,
SMAW (Shielded Metal Arc Welding), Tourism 1, and financial, activity engagement, environmental, and a lack of
Tourism 2. The interview questions were subjected to appropriate equipment. Students struggled with personal
validation by a licensed psychometrician. The issues such as getting up early, getting ready for school,
psychometrician, as mentioned earlier, critiqued the being patient, and time management. They felt that there
interview questions for content validity. The was too much work to do with limited time. Additionally,
psychometrician specifically recommended interviewing the they struggle to pay for their transportation costs to the
immersion. school, their "baon," and the costs associated with
The study followed specific steps of data collection, which purchasing the materials they need for immersion, such as
were performed accordingly. At the outset, a letter request prerequisites, equipment, and ingredients. Some students
was sent to the school principal to seek approval to conduct find it challenging to complete their assignments, such as
the study. After obtaining permission, the researcher erecting dikes and cleaning fish ponds in aquaculture,
interviewed the study's respondents separately. The data giving massages in tourism, bending hard steels in SMAW,
were sorted and interpreted after that. and completing activities in BPP without an instructor to
Thematic content analysis was utilized to organize data provide guidance. The issue of a non-conducive working
collected from the interviews. The results of the thematic environment is related to environmental challenges. The
coding were explored to establish meaningful themes. final problem is a shortage of the tools they require for their
line of work, such as computers and laptops for ICT
4. RESULTS AND DISCUSSION students.
Challenges Experienced by Immersion Teachers and
Coordinators 5. CONCLUSION AND RECOMMENDATIONS
Teachers discussed the issues they faced in putting work Due to the occurrence of the COVID-19 pandemic, one of
immersion into practice. Results revealed that teachers the sectors that were greatly affected is the Department of
struggled to create and improve learning modalities that met Education. Nonetheless, the said department was able to
the objectives of the industrial immersion. For one, provide guides and protocols to provide education to
materials and equipment available in schools are not learners while observing the IATF guidelines. This study
comparable to those in the industry. For example, the was able to dig deeper into the school-based immersion
availability of beds and liners was pointed out in program of one mega school in Iligan City and gather data
housekeeping. The mentioned materials are one of the basic on the challenges Senior High School teachers and students
needs in practicing housekeeping. experiencing work immersion in terms of conducting and
Another primary concern was students' readiness to perform experiencing the immersion program within school grounds.
the expected tasks of the work immersion program. The In summary, teachers mentioned that they have difficulties
teachers noticed that the students lacked the technical with the tardiness of students during the lockdowns.
knowledge and skills to perform the expected activities. It On the other hand, the students pointed out that they have
could be associated with the pandemic starting during the challenges revolving around their personal problems,
student's first year in senior high school when they took the financial difficulties, performing activities, their immersion
major courses or subjects before work immersion. These environment, and the lack of appropriate equipment. They
major courses were conducted via modules during the also provided ways to address their difficulties, like
period. Indeed, it affected students' learning. As a result, sleeping early, working part-time jobs, practicing, and self-
Teachers spent a lot of time reviewing the technical discipline.
concepts of the various specializations before the students
performed the hands-on activities. Recommendations
Another challenge encountered by teachers is the multiple Teachers were asked to share their ideas on performing
tasks assigned to them. During the pandemic, aside from the work immersion better after learning about their
work immersion tasks and the usual reports that teachers experiences managing it, particularly during the pandemic.

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One of the suggestions is the adaptation of the real-world
workplace, notably emphasizing the necessity of
reintroducing industry-based immersion following the
pandemic. If protocols prevent complete immersion, it is
suggested that students be given the opportunity to tour real
workplaces and engage in hands-on activities. Another
recommendation is to provide the students with an
orientation or pre-immersion activities before actual work
immersion. It is also suggested that the chosen educators
submit their training and development plans.

Acknowledgments
The researchers convey their sincerest appreciation to the
participants of this study. Without the unreserved
commitment and participation of the teachers and students
of the sampled school in Iligan City, this study would not
have been successful.

REFERENCES
[1] Department of Education. DepEd Order No. 30, series
of 2017, Guidelines for Work Immersion, 2017.
[2] Department of Education. Work Immersion Curriculum
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(2015)
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[7] Espino-Diaz, L., Caminero, G., Lloret, C., Gonzalez, H.,
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[8] Catelo, S.A. (2020). Work Immersion Program for

Senior High School in the Division of Pasay: Basis for an
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