East Asian Journal of Multidisciplinary Research ht

(EAJMR) tp
Vol. 2, No. 7, 2023: 3053-3078 s:/
/d
oi.
or
Exploring the Work Immersion Experiences of Gradeg/
12 STEM Students in a Local Science Integrated High 10
.5
School: A Narrative Research 59
27
Zohail I. Ador1*, Hyacinth Amanda C. Banaag2, Claire Angela M. /e
Bombio3, Daphne Nicole A. Consignado4, Marjanna Angelica V. aj
Quinay5, Justin Lemuel m
C. Santos 6 r.v
San Pablo City Science Integrated School 2i
Corresponding Author: Zohail I. Ador [email protected].
49
ARTICLEINFO ABSTRACT
89
Keywords: Work The implementation of the K–12 IS
Immersion, Senior High curriculum in S
School, Career, STEM
the Philippines brought about changes N-
to the education system. One of E:
28
which is the
28
Received : 10, implementation of Work Immersion in
May Revised : -
22, June senior high school. This is a subject 15
Accepted: 17, that immerses 17
July https://
students in different work environments.
journal.for
This
mosapubli
©2023 Ador, Banaag,
narrative research was conducted to
sher.org/
Bombio, Consignado, Quinay, explore the experiences of senior high index.php/
Santos: This is an open-access school students from a local science- eajmr
article distributed under the
integrated high school before, during, and
terms of the Creative
Commons Atribusi 4.0 after their Work Immersion. A semi-
Internasional. structured interview was held to
gather data.
Interviews were recorded and
transcribed.
Thematic analysis was used to identify
themes
that emerged from the study. Results
revealed
that the students’ have little to no idea
about

DOI:
(
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Quinay, Santos
INTRODUCTION
The implementation of the K–12 Basic Education Program by
Republic Act No. 10533 (RA 10533), known as the Enhanced Basic
Education Act of 2013, has transitioned from the existing 10-year
basic education to 12 years (Estacio, 2015). This implementation
brought different strands in senior high school namely: Academic
Track (ABM, GAS, HUMMS, STEM), Arts and Design Track, Sports
Track, and Technical-Vocational-Livelihood Track (TVL). Different
strands are offered, and each track offers various subjects to prepare
students before college. One of the specialized subjects offered in
senior high school is Work Immersion, which aims to further enhance
the quality of education and prepare the K–12 curriculum learners
for employment through exposure to the actual field. The
Department of Education (DepEd) administered DepEd Order No. 30
s. 2017, which states that it has become one of the course
requirements for graduation starting with the 2017–2018 school
year.
Work Immersion is a senior high school subject that entails
hands-on experience or work simulation in which learners can apply
their competencies and acquired skills relevant to their track.
Furthermore, it is noted that these students are immersed in actual
work environments such as workshops, offices, and laboratories that
apply to their previous training. This implementation of this program
aims for students to: (1) gain relevant and practical industrial skills
under the guidance of industry experts and workers; (2) appreciate
the importance and application of the principles and theories taught
in school; (3) enhance their technical knowledge and skills; (4) enrich
their skills in communications and human relations; and (5) develop
good work habits, attitudes, appreciation, and respect for work
(DepEd, 2017). This prepares the learners to handle the demands
and difficulties of employment in their future careers. If this program
is carried out, learners will be competent in their fields of interest.
They will be skilled and knowledgeable enough to contribute to the
Philippines' economic needs, particularly in the field of human
resources (Magno, 2018).
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
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relationship-building skills. Lastly, they better understood how their
classroom knowledge could beVol. 2, No.to
applied 7, different
2023: 3053-3078
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 (Robinson, 2018).

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Quinay, Santos

In the Philippines, even if the youth are at the right age to be

employed, students' lack of experience, knowledge, and abilities are
at a disadvantage. To give them more opportunities to put their
knowledge and skills into practice, DepEd has made it necessary for
them to have hands-on experience through job simulation of their
selected track (Putri, 2021). The department issued DepEd Order
No. 30 2017, which issues the implementation of Work Immersion as
a required subject to graduate for senior high school students where
learners will be immersed in different real-life and actual work
environments (Deped, 2017). However, due to COVID-19, the
program was put on hold. As it reintroduced in- person classes, the
reintroduction of physical labor immersion in the ongoing,
progressive development of face-to-face classrooms was supported
by DepEd to increase active school engagement and preparation for
diverse service delivery situations (Deped, 2022). Findings proved
that participation in the Work Immersion program helped the
students to acquire and develop the skills of teamwork,
communication, attendance and punctuality, productivity and
resilience, initiative and proactivity, judgment and decision making,
dependability and reliability, attitude, and professionalism (Acut et
al., 2021). However, the findings from another study showed that
even if the students did learn many skills, they still experienced
adverse effects. Social interactions and skill development were some
of the things the students learned from the actual work immersion.
However, every student had burdens like managing their finances,
time, and the trip from the location of their work to their homes
(Salvador, 2018).
Many researchers have explored the different experiences of
senior high school students during Work Immersion. However, these
studies focused on the students' experiences during the program’s
period and evaluated their skills while participating. Work Immersion
positively affected the performance and skills of students. However,
it gave them a negative view of their future careers (Salvador, 2020).
Moreover, the students showed excellence and used their skills
throughout the program (Acut, 2021). These studies showed a wide
range of observations and research about Work Immersion from
different environments, but rarely on the whole experiences of the
students. This study specifically aimed to seek the experiences of
Grade 12 STEM students at a local science high school, given that
the students were assigned to different batches and sectors.
In this present study, Grade 12 STEM students went on an off-
campus Work Immersion as a part of their curriculum requirements.
Students were divided into three batches; each of them was assigned
to the sectors designated by the Work Immersion teacher based on
the availability of the partner institutions. These three sectors were
(1) agriculture, (2) engineering, and (3) utilities/office. This activity
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enables the students to adaptVol.
to 2,a No. 7, 2023:environment,
different 3053-3078 face the
reality of life, and acquire skills related to their specialization. Since
there was a limited time for preparation, the transportation was one
of the evident struggles of the students whose houses were far from
the work field. The students were not also given the opportunity to
select the field that closely aligns with their intended career path
and future academic pursuits.

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Thus, the main objective of this study was to explore the lived
experiences of Grade 12 STEM students from a local science-
integrated high school during their Work Immersion. It aimed to
determine the students' ideas, experiences, and acquired skills
regarding the said program. Additionally, it intended to discover the
relevance of this program to STEM students for their future careers.

LITERATURE REVIEW
Work Immersion programs in other countries have led students
under the program to gain skills and experiences in the field of work
that can aid them in taking on their future courses. In the study by
Robinson (2018), students of the Bachelor of Social Work from the
University of Missouri School of Social Work spent seven days on
their immersion trip. Through the host organizations they visited
during the immersion, the students interacted with people who were
poor or homeless; one of these interactions involved volunteering at
two hospitality centers. The students gained knowledge of how to
integrate classroom learning into social work practice through this
experience and develop social work practice skills. According to
some students, observing social work delivery in action during this
immersion course has helped them choose the kind of social work
they want to pursue. Through this course, other students who were
aware of the target group they desired to work with gained insight
into how issues associated with homelessness and poverty are
connected with those various identities.
In a study by Garcia et al., (2020), senior high school graduates
of Calamba City participated in Work Immersion. They explained and
correlated efficiency, Work Immersion program alignment, and
career opportunities. The program was discovered to be highly
beneficial in terms of employability, skill utilization, employment
status, track alignment, and salary. There is a significant correlation
between the individual qualities, practical expertise, and job
applicability of students, which is correlated significantly with
students' preparedness, degree of skill application, job status, track
alignment, waiting period, and salary. Students with greater
individual qualities, practical expertise, and job applicability are
more likely to be hired. It is recommended that academic institutions
are driven to continue looking for industries that will match and
enhance the abilities of their learners to allow them to be
productively immersed and ready for potential employment.
Along with positive outputs, difficulties were still encountered
during Work Immersion. As stated in a study by Mapalo-Mina et al.,
(2022), results revealed the issues students in Iligan City, Lanao Del
Norte, faced while implementing Work Immersion into practice.
Personal issues were observed as the students had difficulty getting
up early, getting ready for school, being patient, and managing time.
Students also observed that too much work was being done in a
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limited time. In addition, (EAJMR)
they struggled financially due to
Vol. 2, No.
transportation costs and materials for 7,the
2023: 3053-3078
program. Furthermore,
students found it challenging to finish their activities without an
instructor to guide them due to their lack of knowledge of
technical skills and prerequisites needed for the

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Quinay, Santos

program. Lastly, more tools are needed for their line of work, such as
computers for those in the ICT field.

K-12 Work Immersion

“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.
The Department of Labor and Employment (DOLE) created the
Technical Working Group for K to 12 Work Immersion Program
(TWG for K12-WIP) to protect senior high school students under the
Work Immersion program. This is with respect to Section 6 of
Republic Act No. 10533, also known as the Enhanced Basic
Education Act of 2013, and Section 11, Rule II and Republic Act No.
9231, otherwise known as the Special Protection of Children against
Child Abuse, Exploitation and Discrimination Act. This is a joint
program between the Department of Labor and Employment (DOLE),
Department of Education (DepEd), and Technical Education and
Skills Development Authority (TESDA) to guarantee the safety and
relevance of the K-12 Work Immersion Guidelines. Through this, the
students will engage in an actual workplace setting. However, as
stated by DOLE, Work Immersion should not be considered actual
employment but only to fulfill the purpose and goals of the K-12
guidelines.
Work Immersion is currently being implemented in different
countries as part of the curriculum to graduate in senior high school
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Vol.
and as a preparation for their 2, No. 7,
future. 2023:Immersion
Work 3053-3078 in blended
learning faced some challenges since students could not go to the
location where the Work Immersion would happen. However, Work
Immersion was still implemented. The findings state that the
students' challenges are a lack of financial stability to continue
immersion, a lack of interest, and insufficient time to supervise their
work (Vecino et al., 2020).

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The study by Insorio et al., (2023) stated that there were still
restrictions in returning to the normal Work Immersion process.
However, despite those restrictions, the school could still implement
this. The students could choose a workplace aligned with what they
want to be in the future. They were given a chance to have an online
or limited in-person modality. They were all given an
accomplishment portfolio that they needed to accomplish. After the
implementation, the results stated that Work Immersion helped them
be more interested in improving themselves for their future career.
However, there were still lapses in the immersion, such as
insufficient online meetings to assess if the students were doing their
assigned tasks on time.

STEM Strand
The study of Wahono (2020) referred STEM education as
teaching, learning, and implementing the ethics and skills in STEM
courses regarding science, technology, engineering, and
mathematics, focusing on learning how to solve real-life problems.
The researchers of the study concluded that the enactment of STEM
education brought a favorable outcome in the student's learning.
Specifically, the effects were shown on the students' learning
achievement, higher-order thinking skills, and motivation.

Work Immersion Experiences

In the study of Breakay et al. (2013), immersion in tourism had
a two-way learning exchange as a key positive experience for the
students. The immersion participants felt that they were sharing
knowledge and helping the industry, as opposed to only performing
front-line operational tasks for the organization. Additionally,
students reported learning from immersion hosts, such as small skills
like communication, to add to their current knowledge as they had
experienced dealing with people from different backgrounds.
According to a study by Acut et al., (2021), Grade 12 STEM
students who participated in Work Immersion were asked which
department they would prefer to be assigned to at two different
companies, namely: KNOWLES Electronics (Philippines) Corporation
and the Department of Agriculture, wherein students were immersed
for a minimum of 80 hours. Students reported to the designated
company during the Work Immersion within the scheduled time
frame. They were given an orientation on the business' nature, the
scope of its products and services, the target market, the
organizational structure, and the company's rules and regulations.
Furthermore, students completed exercises that correlate to the
abilities required in their selected sector of specialization and
provided a report on their experiences.
In the Work Immersion of another study about STEM students
in a carrageenan production company, a full-service structural
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engineering firm, engineering (EAJMR)
office, and agency responsible for the
conservation, management, and Vol. 2, No. 7, 2023:of
monitoring 3053-3078
natural resources’
safety and protection showed there are needed soft and hard skills to
work with these partner institutions according to the study of Montes
and Paño (2020). Basic communication, initiative, professional, and
reliability skills are the soft skills required to achieve satisfactory
student performance. Hard skills such as mathematics, numeracy,

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Quinay, Santos

and ICT are needed to complete daily tasks using computers and be
able to read and interpret mathematical information and perform
basic operations.
According to the study by Bustamante (2019), Grade 12 GAS
students underwent Work Immersion in three different workplace
immersion venues chosen by the school, namely Jugan Barangay
Hall, Jugan Elementary School, and McDonald's Mandaue. The
students adapted to immerse since the schedule differed from what
they were used to. Their regular schedule in school started after
lunch until 6:00 in the evening in contrast to the given schedule that
started at 8:00 in the morning. Due to this situation, the students
were pushed to improve their time management ability and practice
mindful awareness of time.
Moreover, this study showed that based on the interviews of
the students during the Work Immersion, they found it hard to deal
with different people visiting the office with various concerns. It
made the students realize their routine in school, which involves
dealing with their classmates and teachers, was like their experience
in Work Immersion although they noticed that in their workplace,
they are overwhelmed by the variety of people they meet. Due to this
circumstance, students admitted that they had become more patient
in dealing with various situations and that their communication skills
had greatly improved when responding to inquiries from people.
Their Work Immersion experience allowed them to develop their
interpersonal abilities regarding customer service and human
relations satisfaction.
ABM and TVL students that underwent Work Immersion
described it as a challenging but pleasant experience according to
the study by Amper (2022). According to their interviews, it was hard
as they were looking after a business while studying. One of the
students felt intimidated as learning new platforms was needed to
conduct the business successfully. Despite these hardships, the
students felt satisfied as their experiences gave them learning. For
instance, students learned strategic approaches to advertising, like
online marketing. This experience also taught the learners to budget
properly as they use their own money to run their businesses.

Challenges in Work Immersion

According to the study of Matabang et al., (2019), it is
challenging for TVL students to continue engaging in civic action and
interpersonal communication after immersion experiences. However,
these experiences lead to enduring patterns of civic engagement that
go beyond their everyday activities. Many students need help dealing
with the complexity and realistic entirety of the social issues during
their immersion. In the study of Cabansag (2021), one of the issues
encountered by HUMSS, GAS, and ABM students during Work
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Vol. 2,
Immersion is the non-alignment ofNo.
the7, assigned
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venue with their
interests and field of study. Despite some partner institutions
offering limited training relevant to the objectives of the Work
Immersion program, the overall results of the students'
performances are still impressive.
Similar to the study of Mahaguay and Mahaguay (2020), it has
been observed that the tasks given to ICT-Computer Programming
students were not all directly relevant to their course. This leads to
a lack of coherence in their

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Quinay, Santos
learning and impedes their ability to grasp fundamental concepts.
Additionally, while Work Immersion students demonstrated
commendable work ethics, their volunteer inclination needs
improvement. Furthermore, students faced difficulties in
troubleshooting software and hardware issues with computers,
which is a crucial aspect of their field of study.
As Mapalo-Mina and Sermona (2022) specified, students
experienced issues during the Work Immersion program. Students
struggled to get up early to go to school and had poor time
management which led them to feel restricted due to time
constraints. In addition, students struggle to allocate their expenses
to different needs such as transportation, food, savings, and costs for
immersion. Some also find it hard to finish tasks due to a shortage of
tools.

Benefits of Work Immersion

In the study of Bustamante (2019), 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 DepEd's goal of preparing senior high school
students for college, employment, or entrepreneurship. GAS
Students who participated in the program found it to be valuable and
worth their time. It gave them numerous realizations, including the
challenges of working in the industry, the unique learning
opportunities, and the confidence they gained from participating in
the program.
Based on the study of Salvador (2020), students who
participated in the Work Immersion program developed various skills
and competencies, such as computer and technological skills, social
interaction skills, time management, and discipline. This program is
a great way to prepare students for the workforce and equip them to
interact with diverse individuals. The Work Immersion experience
was found to be advantageous in enhancing social interactions,
skills, and knowledge acquired from school. Nonetheless, students
faced challenges such as expenses, time management, and
commuting time from the Work Immersion venue to their homes. As
a result, the course positively and negatively impacted each student.
Based on the study of Robinson (2018), Work Immersion has
been used as a pedagogical tool for learning to help students
sharpen their skills and knowledge while experiencing activities
related to their future jobs. This program resulted in three outcomes.
First, the students could understand the job more due to their
interaction with the environment in which they were immersed.
Second, students improved their practical skills and saw room for
improvement as they thought their skills were enough. Skills that
improved included their listening and question-asking skills. Lastly,
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(EAJMR) of educational and classroom
they can realize the importance
Vol. 2, to
knowledge due to its application No.different
7, 2023: 3053-3078
practices and work
policies. The program helped in the deciding factor of students if
they would want to continue in this line of work or not.

Feedback from Work Employers

The findings in the study of Pang et al., (2019), state that the
following competencies such as: willingness and ability to learn,
teamwork, hard-working,

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analytical, and self-control are the following characteristics that

employers think are beneficial in a real workplace environment. The
said employers recommended that universities make different work-
oriented programs that can increase the likelihood of students
learning these competencies.
Robie (2021) stated that employers consider different
competencies, such as communication, as an essential factor in the
workplace. Thus, they expected that students would learn these
competencies after the Work Immersion. At the end of the Work
Immersion, there is no significant difference between the employers'
expectations and the students' executed performances in most
competencies.

Plans for Work Immersion

Favila et al., (2019), proposed a study of a knowledge-sharing
model for the Work Immersion of senior high school students. They
assess different students through a focus group and end up having
five aspects of improvement: standard, readiness, commitment,
discernment, and fulfillment. Given these themes, they made a model
called the UGNAYAN Model. The Filipino word “ugnayan” means
“connection” and “interaction”. This proposed model’s purpose is to
improve and build healthy and effective knowledge sharing among
the participants of the Work Immersion program.
Meanwhile, Recto and Lasconia (2018) conducted a study
about agriculture students and had findings about the different
challenges they have encountered, such as preparation, distance,
financial problems, farm tools, and the number of participants. Using
these data as a basis, the authors developed an action plan
consisting of the Tips on Work Immersion. This was developed to
give students, teachers, parents, and training centers more
information for preparation before the Work Immersion proper.
Furthermore, this will be used in activities like PTA meetings, school
learning action cells (SLAC) sessions, senior high school orientation,
and training centers.

Research Questions
This research aimed to interpret the stories and experiences of
the participants about their Work Immersion. The following three
questions focused on the experiences before, during, and their view
on the future. This included the challenges, opportunities, and
preparations. It specifically aimed to answer the following questions:
1. How did the participants describe Work Immersion before it
happened, in terms of:
a. participants’ expectations;
b. preparations;
c. possible challenges; and
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d. its importance Vol. 2, No. 7, 2023: 3053-3078
2. How did the participants generalize the whole experience
during the Work Immersion, in terms of:
a. the challenges;
b. the opportunities; and

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c. the learning process in the work environment
3. How will the participants' experience with Work Immersion
help them to have an idea of their possible future careers, in
terms of:
a. acquired skills;
b. deciding what the final future will be; and
c. challenges in the participants’ future field.

METHODOLOGY
This study applied a qualitative research method, specifically a
narrative research since this was the most effective method as it will
address the experiences of each individual they observed and lived
over time (Faizin, 2020). This study explored the experiences of
participants before, during, and after engaging in the programs.
Using purposive sampling, three students who met the criteria
qualified to be participants of the study. Specifically, they (1) must
have undergone ten days of Work Immersion; (2) must have come
from different sectors (agriculture, engineering, and utilities/office);
(3) must be recommended by the Work Immersion teacher.
The main instrument for this study was a semi-structured
interview that underwent expert validation from one Work
Immersion teacher for any suggestions that could aid the revision of
the questions appropriately to the study context. In-person
interviews were conducted at the most convenient time of the
participants. Interviews were recorded and transcribed. Data were
coded and categorized. Then, inductive thematic analysis was
employed for themes to emerge from the data.
This study practiced proper ethical considerations. Each
participant received informed consent. Participation in this study
was voluntary, and no monetary compensation was provided.
Confidentiality of the whole interview and anonymity of the
participants was guaranteed as the researchers provided pseudo
names for every participant.

RESULTS
1. Participants’ Description of Work Immersion Before It Happened
a. Participants’ Expectations
Theme: Work Immersion is crucial for future career and
work Preparation
The goal of Work Immersion programs is to aid the
students to learn proper work ethics and improve their
capabilities in a certain field they may pursue in the future
(DepEd, 2017). Due to this, this program is also expected to be
helpful in preparing students in the future and for them to know
what to expect once they are placed in a work field. In
correspondence with this given information, the majority of the
participants expected that Work Immersion would be crucial to
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help them prepare for their future careers and work, while the
Vol. 2,being
other participant mentioned No. 7,excited
2023: 3053-3078
and nervous about
their Work Immersion. They also expected that they would be
able to choose their own sector in Work Immersion that is
suitable for their future career.

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Quinay, Santos

Participant 1: “Very essential naman po sa mga graduating

students especially kapag magcocollege ka na...parang
mas maganda if tayo yung makakapili kung saan natin
gusto.”
Participant 2: “Kami yung una uli na nag-immersion, So
naexcite kami. Then, syempre kinakabahan din kasi bago
kami, hindi naming alam kung pa’no.”
Participant 3: “Yung in-expect naming, para siyang OJT po.”
Graduates from the K-12 curriculum have been evident to
be adequately prepared for employability since it indicated that
their overall skills are within the range of high and very high
(Atienza & Herrera, 2020). This study shows that the
expectation for Work Immersion to be able to help them
prepare for their future careers can be attained as a K-12
graduate. Through Work Immersion, senior high school
students are anticipated to be exposed to a work environment
related to their field of specialization to improve their
competence (Bustamante, 2019), and based on this study, in
Work Immersion students are expected to be placed in a Work
Immersion sector related to their future career however, the
school chose the participants' Work Immersion sector despite
their interest in a different field of work.
Therefore, Work Immersion is expected by the participants
to assist in developing the necessary skills and work ethics that
are crucial for their future careers and will help them to have
the experience for their work in the future. Additionally, they
expressed a desire to choose a sector aligned with their future
career interests. However, a notable limitation identified in the
study is that the school assigned the participants' Work
Immersion sectors, disregarding their interest in a different
field of work. This misalignment between students' preferences
and assigned sectors affects the students’ expectation of Work
Immersion being a crucial aid for their future careers as it will
not give them the experience and skills related to
their chosen field in the future.

b. Preparations
Theme: There is almost no preparation needed aside
from the documents needed
In order for the participants to completely immerse in a
work experience, each Work Immersion partner requires
students to submit pertinent documents for application as a
worker in their field. As part of their Work Immersion, students
were asked to submit a résumé, which will be included in their
portfolio.
Participant 1: “Wala naman talaga akong prinepare aside dun sa
mga mga need na resume. ‘Yun lang yung mga prinepare
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ko, yung mga para sa 2, No. 7,mismo
portfolio 2023: 3053-3078
ng school.”
Participant 2: “Ang preparation ko wala. Parang nag-ready lang ako
ng
mga need talaga dalhin doon.”

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Participant 3: “Wala po kaming preparation kasi na-assign
kami sa field…Isa pa pala, iyon (résumé) na natutunan
namin kung paano gawin kung mamamasukan ka."
Due to the curriculum still being developed, the majority
of senior high school students are not yet ready for or aware of
the preparations needed for their Work Immersion. With this
information, a preparatory Work Immersion scheme was made
to enable the teachers to assist learners to be aware, prepared,
and ready for their Work Immersion in consideration of their
skills (Aguspina & Bondad, 2019). However, based on the
conducted interview, these preparations were not executed as
the participants only prepared a résumé for their Work
Immersion. A well- crafted résumé holds significant importance
in the job application process, as indicated by feedback from
interviewees. Recruiters form mental images of applicants
based on their résumés, and these detailed descriptions assist
in envisioning potential employees who would perform with
exceptional efficiency. However, the effect of a résumé depends
on the details included, recruiter, and applicant. While
creativity can be beneficial, it should be balanced with a focus
on skills and qualities, unless applying to media or artistically-
oriented industries (Uskaurs, 2018).
All things considered, the preparation for Work Immersion
based on the participants is lacking, with the focus primarily on
the preparation of a résumé. Even though a well-written résumé
is necessary for their future job application process, the
impression of a recruiter varies depending on the information
provided. The students' lack of awareness and preparedness for
Work Immersion can be attributed to the curriculum still being
developed and the limited exposure to the value of Work
Immersion among senior high school students. To ensure a
more comprehensive and effective Work Immersion experience,
it is important to implement a preparatory scheme that assists
learners in becoming aware, prepared, and ready for their
immersion by considering their skills and providing guidance on
various aspects of the work environment. By providing a more
holistic approach to Work Immersion preparation, students can
fully immerse themselves in the work experience and maximize
the benefits gained from the program.

c. Possible Challenges
Theme: There is lack of knowledge and understanding in
the immersion environment
Understanding the work environment is a fundamental
requirement for individuals to excel in their professional
endeavors. In the context of Work Immersion experiences of
students, the immersion environment offers a valuable
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opportunity for hands-on(EAJMR)
learning and practical application of
Vol.is2,aNo.
knowledge. However, there 7, 2023:
notable 3053-3078
concern about students'
lack of knowledge and understanding within these immersion
settings. Based on the interview conducted among student
participants, the majority of the participants acknowledged a
lack of prior knowledge or

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familiarity with the tasks and responsibilities assigned to them

within their respective sectors during the Work Immersion
course. On the other hand, one participant stated that the
challenges encountered relate to the lack of self-discipline.
Participant 1: “Lack of understanding and interest sa mga ituturo
sa'min since unrelated doon 'yung gusto kong course for
college.”
Participant 2: “Challenge mo lang is sarili mo kasi pag
tinamad ka, hindi ka makakakuha ng requirements mo.
Hindi ka makakapag-work immersion.”
Participant 3: “Hindi kami prepared at hindi namin alam kung
anong mangyayari sa workspace.”
The students-participants' statements coincide with the
research by Massingham (2018) which revealed that: (1)
knowledge loss in the work environment has a significant
negative impact on organizational problems, including reduced
morale, capability gaps, resource cuts, decreased work quantity
and quality, customer mistrust, longer learning time and slower
task completion, (2) an increased sense of risk, decreased risk
management capacity, (3) and decrease in the organizational
knowledge base, which is unlikely to be replenished over time.
The findings imply that the participants' limited knowledge
of their immersion environment had a significant impact on
their job performance within their assigned sectors. Due to
their lack of familiarity with the tasks, responsibilities, and
expectations of the immersion environment, they encountered
difficulties in carrying out their duties effectively. Therefore, by
addressing this issue through job orientation and training, work
immersion partner institutions can ensure that their employees
are well- prepared for success and exhibit strong job
performance. This approach allows employees to become
acquainted with the work environment, acquire essential
knowledge, and enhance their skills, ultimately enabling them
to excel in their respective roles.

d. Its Importance
Theme: Work Immersion contributes to future work preparation
Work immersion has provided a vital role and objective in
administering work preparation in its program proper. Thus, it
has helped in the improvement of students’ awareness and
knowledge of future job opportunities, making such the main
goal and importance of work immersion for the students. All
participants have expected that work immersion will give them
prior experience, etiquette, and skills needed for their future
careers.
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Vol. 2, No. 7,naman
Participant 1: “Makakatulong 2023: 3053-3078
s’ya kasi hindi lang
naman yung mismong work d’on, parang yung mga conduct din,
parang yung proper behavior sa mga workplace and kung
paano nga ba nagwowork yung mga professionals.”
Participant 2: “Makakatulong siya kasi pinakuha kami ng mga kailangan

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namin ‘pag kukuha ka talaga ng trabaho.”
Participant 3: “Siyempre mas makakatulong ‘yon since
makapagbigay siya ng good experience…may matutunan kang
mga skills – kung ano ginagawa sa office, kung anong
mangyayari pag nagtrabaho ka na.”
These results were reflected in a similar study by Dela
Cruz and Permejo (2020); students have reported having a
satisfactory performance leading to the emergence and
improvement of skills they have learned from school. Results
have shown that learners who were exposed to this program
performed and exhibited efficiency in completing tasks. In
addition, the learners became more prepared and equipped due
to the skills and competencies they need in an actual work field.
These results align with a study by Alcobendas (2022), tackling
Accountancy, Business, and Management (ABM) students and
their performance in terms of personality, work ethics, and job
skills. In terms of their work ethics, the students developed a
strong sense of this when interacting with superiors and peers,
as evidenced by their trustworthiness, discipline, reliability,
initiative, and loyalty. In terms of their personality, they have
gained and adapted the needed work attitude and a personality
suitable for a future employee, as seen from the results of
always being in complete uniform, having a positive attitude
towards work, and self-confidence in accomplishing tasks.
Lastly, the students acquired skills that are necessary for an
employee and were able to demonstrate competence in their
specified areas.
The results imply that the participants have prior
knowledge about the importance and objectives of the Work
Immersion program. Work Immersion has been known to
students about how this program can help in the enhancement
of proper behavior needed in the workplace. In addition,
students are aware that the emergence of new skills and its
enhancement could be one of the effects of this program on the
individual. Lastly, it could give them adequate work
experience that they could use
for their future careers.

2. Participants’ Generalization of the Whole Experience

During Work Immersion
a. The Challenges
Theme: The environment and personal factors
contribute to the challenges in accomplishing
the task
Work Immersion is a subject that requires learners to
learn authentically from real-life setting. It is important because
it helps the students be prepared and have prior experience
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that can help them in their future work. However, this subject
Vol. 2, No. 7,
has also given different challenges to 2023: 3053-3078
the students.
In this study, the main challenge experienced by the
participants was mostly concerned with the environment and
personal factors, such as difficulty in communicating to higher-
ups, understanding concepts, comprehension of information,
and the harsh weather. The majority of the

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participants cited the following challenges they had which were

mostly concerned with the environment and the personal
factors. However, one participant stated that they did not
have challenges and the immersion
process was smooth.
Participant 1: “During that work immersion paiba-iba kami
ng unit [engineering sector] like una ay mag-a-accounting,
then, meron kaming sales tapos lumipat kami ng project
development, project monitoring. Parang within 10 days,
i-aabsorb mo lahat ng information from that.
Parang medyo mahirap siyang intindihin”
Participant 2: “Siguro yung transpo kasi depende kung saan ka
rin nadala. Pero sa ‘min naman is madali since malapit lang
naman sa bayan yung water district. Sa water district?
Wala. Wala namang challenges na hindi
ko kayang lagpasan ganon parang ano lang.”
Participant 3: “Since nagtatrabaho kami [agriculture sector]
sa arawan ngayon, may ilang nagkakasakit din”
Working place diversity has started to increase as the
generation starts to evolve more. Diversity has the potential to
result in higher productivity and competitive advantages, it is
crucial that organizations pay attention to diversity and
investigate comprehensive inclusion. Some of the possible
challenges that can be experienced in a workplace are lifestyle
choices, workplace communication, work environment, and
generation gaps (Cletus et al., 2018). Conversations that come
from difficulty in communication may cause discomfort or cause
a negative impact on the person and can cause harm to
productivity at work (Kippist & Duarte, 2016). Situational
restrictions, which include elements like noise, workplace
supplies, ventilation, and light, are the primary work
environment conditions that have an adverse effect on job
performance (Al-Omari & Okasheh, 2017).
This implies that before students were able to learn and
enhance skills, there were challenges the majority of
participants observed. Different challenges that are usually
concerned with the workplace environment and personal
factors were observed by the participants. Thus, the following
findings proved the possible challenges encountered by the
participants during the immersion, which can also be
experienced in a real workplace.

b. The Opportunities
Theme: Immerses have acquired new skills for future work
Immersion gives learners an opportunity to experience
working at jobs that give them chances to learn new skills. The
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Vol. 2, gave
recent work immersion, which No. 7,a2023:
new 3053-3078
opportunity to learn,
has given the students new skills that are beneficial and helpful
in their future work.
The acquired new skills for future work had become a
source of opportunity as to having another work substitute in
the future. All of the

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participants agreed that the work immersion gave them
opportunities to learn new skills that will be beneficial for their
future work or for another work opportunity.
Participant 1: “Meron syang project monitoring office... parang
ayun yung sabi ko “bakit parang magandang opportunity ‘to in
the future na parang pwede ko s’yang gawin”...maganda
syang option, maganda syang opportunity.”
Participant 2: “Natuto ako pa’no maging isang accountant. Then,
alam ko paano magcompute, paano magkaroon ng mas
magandang system doon. Then, meronn sa mga technical
naman, doon matututo ka rin...pwede rin siguro siyang
maging part noon kung magkakaroon ng innovation.”
Participant 3: “Matututunan mo rin yung teamwork since
kunwari nag- wwork ka sa office, dapat makipagtulungan
kayo; dapat ano on-time ka lagi kasi mapapatalsik ka sa office
‘pag lalagi ka late. At creativity din, kunwari sa mga lupa
namin, same applies don sa mga kagamitan namin na lagi
ang sira, yun nagagawa namin lagi ng paraan.”
Courses like Work Immersion give students the
opportunity to practice accessing the knowledge they need to
solve problems swiftly and decisively, which helps them to be
developed as professionals. Additionally, through discovering
their ability to effect change, students gain a sense of
responsibility (Heiskanen et al., 2015). Acquiring experience in
the workplace as a student, whether through an internship, or a
part- time job, can be extremely beneficial. After completing
one's education and entering a job, the students will have a
variety of essential useful abilities (Philphott, 2021). Not only
were the students able to learn practical skills, but they were
also able to learn social and leadership skills. Work Immersion
results in effectiveness on senior high school graduates' social
development is seen as being extremely positive in terms of
their communication, leadership, and self-efficacy abilities
(Besa et al., 2022).
Work Immersion supports and has served its purpose in
teaching students different new skills that can help them in
their future careers. The different findings from different kinds
of literature have supported the idea that immersion in a real
workplace can indeed help prepare students to be more
prepared for their future work. The participants were also able
to learn social skills and practical skills from the recent
immersion. It implies that the recent Work Immersion was
successful in serving its purpose.

c. The Learning Process in the Work Environment

Theme: Immersing to actual experience gives authentic
learning
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 East Asian Journal of Multidisciplinary Research
(EAJMR)system offers different strategies
The country’s education
Vol. 2,
to teach students, depending onNo.
the7,subjects
2023: 3053-3078
or courses and the
lessons that correspond to it. One of these strategies is when
students gain knowledge and skills by experiencing the
different lessons first-hand.

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In the present study, students were able to gain relevant

knowledge through immersion to authentic learning, the
majority of the participants stated that they learned information
through experience during their work immersion proper.
Moreover, one participant said that the learning process can be
described as fast-paced.
Participant 2: "Hindi siya technical, more on experience…"
Participant 3: "Para siyang hands-on na. Kasi nasa field nga
kami."
These statements support the study of Giamellaro (2014),
which is about science learning through immersion. The
findings of the study stated that (1) significant learning was
gained from the immersion experiences,
(2) the students showed improvement regarding their degree of
contextualization and learning, (3) situating information in time
and place and gathering distinct visual or embodied evidence
for scientific concepts were among the basic contextualization
procedures that were included. Another study by Obispo (2023),
states that joining in a community immersion program gave
pre-service teachers motivation and inspiration to pursue
teaching. This also gave them ideas on what they may actually
experience in the field of teaching such as classroom
management and the variety of students they may encounter.
Work Immersion is implemented to create a lifelong
learning process for senior high school students. It is to help
them to learn, not only academically, but also to know and
experience different possible careers in the future. Immersing
in the actual workplace reached the objective of the given
course, it also has been a big help because the students learned
all the tasks and acquired different skills and information
firsthand. Thus, learning from actual experience is really an
effective way for students to
learn and it must be further implemented in the future.

3. The Help of Work Immersion Experience to Participants’

Experiences in
Having an Idea of Their Possible Future Careers
a. Acquired Skills
Theme: Work Immersion enhances of soft and hard skills
The enhancement of skills during a work immersion holds
immense importance in shaping an individual's professional
growth and future success. Work immersion provides a valuable
opportunity for individuals to enhance their soft and hard skills
in a real-world, professional setting. Soft skills, such as
communication, teamwork, and problem-solving, are essential
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for effective Vol. 2,and
collaboration No. 7, 2023: 3053-3078
adapting to diverse work
environments. On the other hand, hard skills, including
technical expertise and specific job-related knowledge, equip
individuals with the necessary tools to perform their tasks
competently. Through work immersion, individuals can immerse
themselves in practical experiences, gain hands-on knowledge,
and refine their abilities in both soft and hard skills, setting a
solid foundation for their future career success. Based on the
interview conducted among student participants, all of them
stated

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experiencing skill enhancement across various domains
following their participation in the Work Immersion program.
Participant 1: “Nakatulong siya in a way na kailangan mong
maging punctual; yung respect din sa other people…
listening and comprehending…communication skills…
critical thinking skills ko and yung creative.”
Participant 2: “Yung problem solving skills ayon...may mga
life skills din kaming natutunan do’n…kung pa’no mo
makipag communicate professionally sa mga tao, yung proper
etiquette.”
Participant 3: “Natuto kami wag maging late…na-develop
din yung teamwork namin. at kailangan rin ng pasensya sa
agriculture. Ang pinaka- importante is creativity.”
The statements given by the student participants concur
with the research by Sharma and Raghuvanshi (2020) that
informal learning occurs naturally within the workplace setting
and serves as an innovative method for employee development.
Various avenues of informal learning, such as engaging in
colleagues' tasks, offering training to others, and interacting
with staff and students, contribute to trainers' enrichment of
their technical, soft skills, and interpersonal proficiencies.
Likewise, in the study by Fergusson (2022) found that Work-
Based Learning (WBL) presents participants with multiple
opportunities to acquire knowledge, develop skills, and attain
qualifications. It fosters learning through diverse approaches,
drawing upon reflective practice and leveraging the individual's
existing knowledge and skills. Moreover, WBL needs to be
flexible and inclusive, capable of accommodating learners from
diverse backgrounds, embracing diversity, adapting to change,
and incorporating research that is relevant to future
requirements.
Work Immersion is a valuable opportunity for students to
enhance both their soft and hard skills through hands-on
experience. By immersing themselves in real work
environments, students have the chance to apply theoretical
knowledge gained in the classroom to practical situations. This
practical immersion enables the development of essential soft
skills such as communication, teamwork, problem-solving, and
adaptability. Additionally, participants stated that they acquire
and refine hard skills specific to their chosen field, gaining
practical expertise and industry- specific knowledge. Overall,
work immersion serves as a transformative experience that
helps students bridge the gap between academia and the
professional world, equipping them with the skills and
experiences necessary for future success.

3086
 East Asian Journal of Multidisciplinary Research
(EAJMR)Field Will Be
b. Deciding What Final Future
Vol. to
Theme: Students adhered 2, No. 7, 2023:
their 3053-3078
current choice of career
As Work Immersion is a subject integrated into the 12th
grade, it seeks to help students to strengthen the path and
course they would like to take in the near future. Its aim is to
give an idea of what a certain path will

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be like in order to help the student contemplate and decide

whether they would pick one or the other. As this program is
set to take at least ten days as implemented by the participants’
school, it gives students a chance to rethink and reorganize
their thoughts about the career that they would like to partake
in. All three participants stated that Work Immersion has not
affected and changed their career choice. However, a
participant expressed that they gained an interest and new
point of view about the sector they partook in during the
program.
Participant 1: “Sa’kin, hindi nagbago kasi yun talaga yung gusto
kong eh. Pero naging interested ako kasi may time na
nagcareer orientation kami...nadagdag sa aking point of
view, pero nonetheless yung gusto kong career ay within
the med field pa rin.”
Participant 2: “Hindi naman siya naka-apekto since desidido nako
do’n sa pinili kong course.”
Participant 3: “Sa dentistry pa rin kasi parang hindi para sa
akin ang ganong trabaho. Like, hindi ako sanay sa
ganon...yung skillset ko puro more on computer
and...marami na rin din akong alam sa dentistry.”
Students have claimed that the program had a large
influence on their career choices. A study by Alcantara (2019)
tackled the perceptions of senior high school sports track
students toward their work immersion. Results show that it has
further helped them gain more interest and certainty in their
chosen field. All nine participants stated that the acquired
knowledge and skills have further helped them to decide
whether to consider the sector they were immersed in. The
participants’ responses were heightened in the study of Bayona
and Campanano (2019), addressing the effect of agri-business
immersion on the chosen career of senior high school students.
It has been perceived that some students are interested in this
field but have inadequate knowledge, skills, courage, and
experience in order to argue that they could build and stay in
this kind of business. Overall, all strategies produced a positive
effect on the career decision of the participants.
Work Immersion has proven that it has helped students
decide their course and path for college. It has provided them
with a basis to assess whether their pre-chosen course is suited
for them and have enough skills to pursue this track. The
participants are able to conclude that some career choices are
not suitable for them due to their skills and interests that are
more fitting in certain courses. It may have given them a
chance to think and contemplate but it may not be enough to
state that the sector of an individual in Work Immersion will be
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their chosen career in theVol. 2, No. 7, 2023: 3053-3078
future.

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c. Challenges in the Participants’ Future Field
Theme: Personal challenges may be faced in the future
There are many different challenges that students may
face in their future careers. It can be challenges brought by
external factors and challenges that they may encounter within
themselves.
In this study, all participants claimed that personal
challenges, such as punctuality, critical and decisive thinking,
and patience, that they have experienced in work immersion
may also be encountered in their future fields.
Participant 1: “Dapat alam mo yung gagawin pag nagkaroon ng
issue. So yun nga decisiveness, critical thinking skills.”
Participant 2: “Siguro meron… kasi mapipilitan kang gumising
kapag ganon.”
Participant 3: “Well…magiging challenges pa rin ng patience and
pagpasok
nang maaga since late din ako lagi.”
According to the study of Halicioglu (2015), which is a
study about the challenges of teachers that are new to teaching
in schools overseas, they experience a variety of challenges
depending on their past experiences, personality, and
individual’s context. Aside from the new environment that they
will have to adapt to, their challenges will also relate to their
personal approach while working. While a study by Wilkins-Yel
et al., (2022) focused on the impact of personal challenges and
advisor support on the STEM persistence of women of color
graduates. Based on their findings, personal challenges faced
by the students include financial difficulties, family challenges,
romantic relationship difficulties, personal health challenges,
adjustment to U.S. culture, and challenges related to pregnancy
and childcare. These challenges can either help or discourage
them from continuing their academic and career progress.
This implies that students see personal challenges as one
of the main challenges that they will encounter in the future in
terms of their careers. Therefore, it shows that they may be
ready when it comes to their acquired skills and knowledge but
they are lacking in personal development. Hence, students such
as educational institutions should pay more attention to this
aspect to avoid difficulties related to personal
challenges. Resolving such problems and improving the
personality of the incoming future employees will help them, as
well as the employers or company, to show great performance
when it comes to working.

CONCLUSIONS AND RECOMMENDATIONS

This narrative research aimed to explore the lived experiences
of senior high school students that underwent a Work Immersion
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program. The study identified(EAJMR)
significant themes pertaining to the
Vol. overall
students' preparations and their 2, No. 7, encounters
2023: 3053-3078
before, during,
and after the program. Drawing upon the findings, the following
conclusions were reached:
1. Four core themes related to the participants' description and
preparation for their Work Immersion were acquired from the
study. One of the themes

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generated was that Work Immersion is crucial for future career

and work preparation. The participants expected Work
Immersion to be a program that would help them develop skills
needed for their future work and prepare them accordingly.
This highlights the perceived importance of Work Immersion as
a valuable learning experience. The next theme of the study
focuses on the participants' preparation, revealing that there
was almost no preparation besides the documents needed as
they were only required to submit a résumé for their Work
Immersion portfolio. The third theme indicates that a lack of
knowledge and understanding in the immersion environment
was a possible challenge that the participants had expected to
face during their Work Immersion. Lastly, the fourth theme
discusses the importance of Work Immersion in contributing to
future work preparation. It also reveals that the participants
already had prior knowledge about this program. The themes
generated show that the participants had a brief understanding
of Work Immersion before experiencing it. However, they did
not have much preparation despite being aware of the benefits
and challenges they might encounter during their Work
Immersion;
2. Three core themes related to their whole experience during the
Work Immersion period were gathered from the study. The
first theme tackles how the environment and personal factors
contribute to the challenges that the participants experienced
while accomplishing tasks. The challenges encountered by the
respondents included communication, transportation, and
students getting sick, implying that this would be a possible
challenge to their future workplace. The second theme stated
that the skills they have gained can be helpful for future
opportunities and work. These skills can help students gain a
new work substitute in the future if this is needed. Work
Immersion has impacted most students with their social and
practical skills needed for job opportunities and applications.
Lastly, the third theme was observed to be that immersion in
an actual experience gives authentic and true learning. It has
been observed that it helps give them ideas on what they need
to expect in a real-life workplace. In conclusion, the Work
Immersion program has provided a lot of preparation and
enhancement of themselves, along with battling challenges, job
opportunities, and the learning process of the whole program.
It has helped students to have lesser problems with challenging
situations and to work with the use of the knowledge they
gained from the immersion program; and
3. Three core themes related to their experience in having an
idea for their possible future career were obtained from the
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(EAJMR)
Vol. 2, No.
study. The first theme focused 7, 2023:
on the 3053-3078 of both soft
enhancement
and hard skills. Through work immersion experiences, students
had the opportunity to develop and refine their communication,
problem-solving, teamwork, and technical abilities. The second
theme explored how Work Immersion influenced the students'
commitment to their current career choice. By immersing
themselves in the actual work environment, students gained a
deeper understanding of the realities and demands of their
desired profession. This exposure helped

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them solidify their career aspirations and provided them with a
realistic view of what their future might hold. The third theme
revolved around the personal challenges that students may
encounter in their future careers. Work immersion allowed
students to confront and overcome obstacles in a supportive
and guided environment. They experienced the pressures, time
management constraints, and decision-making dilemmas that
professionals often face. Overall, work immersion provided
students a valuable opportunity to bridge the gap between
classroom learning and real-world application. By immersing
themselves in the work environment, students were able to
enhance their skills, strengthen their commitment to their
chosen career path, and gain insights into the personal
challenges they may encounter in the future. This immersive
learning experience undoubtedly contributed to their
professional and personal growth, equipping them with the
tools and mindset necessary for a successful career journey.
In light of the recent findings of the current study, the
researchers recommend to schools to consider providing students
the choice to be immersed in their preferred sector that is aligned to
their future career (e.g., health-related sector, engineering sector,
etc.) for a more meaningful experience. It may also be possible to
contact more work immersion partners to increase the number and
diversity of the sectors for the program.

FURTHER STUDY
Future researchers may explore on the same research topic;
however, they may consider exploring the experiences of students
who are assigned to their preferred sectors/work environment.

ACKNOWLEDGMENT
We would like to express our gratitude to everyone who
supported and encouraged us as we carried out this research. Of
course, achieving this has been difficult, but we have succeeded as
best we can because of the individuals who are always here to
support us.
To Mr. Zohail I. Ador, we thank you very much. We appreciate
your kindness, thoughtfulness, and patience with us. Thank you for
being considerate and helpful. Without your supervision, none of this
would have been possible.
To Mrs. Junalyn C. Morella, our adviser, we thank you for
always supporting and motivating us to do the best we can for this
project.
To our parents, thank you for your patience. You greatly
supported us in conducting our research, and we are aware that
without your assistance, we could not have completed it.
To our good friends and classmates, thank you for all your
3094
 East Asian Journal of Multidisciplinary Research
(EAJMR)
support and encouragement. Together, we've been through a lot, but
we know that together, we willVol.
also2,succeed.
No. 7, 2023: 3053-3078
To our very cooperative Grade 12 Participants, thank you for
all your time and effort just to make this research study possible. We
congratulate all of the graduating Grade 12 students and we wish
you all the best for your future studies and careers.

3095
Ador, Banaag, Bombio, Consignado,
Quinay, Santos

Lastly, we would want to express our gratitude to our Lord for

leading us and supporting us while we persevered. We wish to
express our gratitude to God for providing us with all of the
individuals who are always there for us. He gave ways and we know
that’s the reason we get to finish everything. We thank Him the
most.

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