Multidisciplinary Research Journal

Vol 2, No. 1, s. 2019

Work Immersion Performance of Grade 12 TVL Students

in the District of Bani, Pangasinan
Harlene B. Matabang, M.A.Ed., Liza L. Quimson, Ed.D.
Pangasinan State University; Open University Systems, Lingayen Campus
[email protected]

Abstract: The study intended to determine and analyze the work immersion performance of the
Grade 12 students in the district of Bani, Pangasinan. It described the profile of the students in
terms of age, sex, strand and work immersion venue and the degree of seriousness of the problems
they encountered, which affected their immersion performance. The study used the descriptive and
utilized a set of descriptive-survey questionnaire as data collection tool. Data gathered were
properly recorded, tallied, tabulated, interpreted and analyzed using frequency counts and
percentage and multivariate analysis of variance (MANOVA).
Most of the TVL students under the Home Economics strand were aged 18-19 and male
students were more in number than the female students. Majority of the TVL students had their
work immersion in private establishments. The overall weighted mean of the work immersion
performance of the Grade 12 TVL students was 4.02, corresponding to a verbal description of
“Very Satisfactory” performance. The degree of seriousness of the problems encountered by the
Grade 12 TVL students that affected their immersion performance was a little bit serious. There
was a significant difference in the level of work immersion performance across student strand and
type of work immersion while the level of work immersion across student age and sex had no
significant difference.
Based on the conclusions, the study recommended that school heads and teachers should
encourage more students to pursue other strands such as Agri-Fishery Arts, Industrial Arts and
Information Communications and Technology through initiating information campaigns and
strengthen career guidance programs; teachers should facilitate trainings and seminars for
students especially the TVL students in order to maximize their potentials and competencies; the
school should integrate leadership trainings not only for the student-officers but for all the
students in order to enhance their confidence and leadership capabilities; further studies about
work immersion performance of Grade may be conducted; and a training plan with a list proposed
measures and actions to be taken should be observed.

Keywords: Work Immersion, Performance, TVL Students

16
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

INTRODUCTION Grade 12 TVL students, b. Work Immersion

The Department of Education had Superisor; (2)find out the work immersion
shifted to the K to 12 curriculum as it aspires to performance of the Grade 12 TVL students in the
be relevant to the demands of the 21st century. district of Bani, Pangasinan; (3) monitor the
This is pursuant to the Basic Education Sector degree of seriousness of the problems
Reform Agenda (BESRA), containing policies to encountered by the Grade 12 TVL students that
improve critical regulatory, institutional, affect their immersion performance; (4) test the
structural, financial, cultural, physical and significant difference in the level of work
informational conditions affecting basic immersion performance of the Grade 12 students
education provision, access and delivery in all across the profile of student and immersion
basic educational institutions. These policy supervisor; (5) proposed intervention measures
reforms anticipate vital changes that will result in can be developed to improve the performance of
the acceleration, broadening, deepening and the Grade 12 TVL students in their work
sustaining the Department’s efforts in achieving immersion
desirable performance in National Achievement
Test Results and other leveling tests [1]. MATERIALS AND METHODS
Immersion experience is experiential The study made used the descriptive
learning involving intensive instruction and method in gathering, analyzing and interpreting
exposure to various social issues. Students will data. Descriptive research design, describes and
have the opportunity to learn outside of their interprets what is and is concerned with
comfort zones. In anticipation, a properly conditions or relationships, practices that prevail,
structured immersion has the potential in held points of view or attitudes, on-going
enabling positive influence to attitudes of processes, effects being felt or developing trends
students. It provides better impact on students, [4].
especially for those struggling to sustain changes The method is most appropriate for this
in their attitudes and actions. They can carry this study as it involves the analysis and
positive attitude in their future career interpretation of the meaning or significance of
employment [2]. what is being described as adopted by several
researchers [12-13].
OBJECTIVES OF THE STUDY The researcher used a set of descriptive-
It is interesting to note that despite the survey questionnaire as data gathering tool. The
many efforts of the Department of Education to survey questionnaire was patterned from the
implement policies and guidelines that will performance evaluation tool but modified by the
ensure the benefits of the students, there is a need researcher to align with the problems presented
to analyze if work immersion has served its in this study and the Work Immersion Appraisal
purpose of preparing students’ transition from provided by the Department of Education.
high school to real life. One of the possible ways The questionnaire for the student-
to find out is through assessment of performance respondents was composed of three parts. Part 1
of the students in their work immersion. Hence, is about the personal-related profile of the
the conduct of this study is significant in students including the age, sex, strand of the
determining the immersion performance of the student and type of work immersion venue and
Grade 12 TVL students in the district of Bani, Part 3 will deal with the problems encountered
Pangasinan. It also assessed the problems by the Grade 12 TVL students that affect their
encountered by the students and how these immersion performance.
problems affected their immersion performance The survey questionnaire for the
[3]. immersion supervisor comprised Part 2 of the
The study was conducted to: (1) seek out questionnaire. It contains indicators of the work
the personal-related profile of the reponsdents, a. immersion performance of Grade 12 TVL
17
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

students. Findings on the problems encountered Immersion Private 198 87.6

by students during work immersion, prompted Venue Total 226 100.0
the researcher to propose intervention measures
to improve the work immersion performance of
the students. The table presents the profile of the
RESULTS AND DISCUSSION Grade 12 TVL students in the district of Bani,
Pangasinan. It answers the problem number 1
The results presented include the profile which describes the profile of the students in
of the students. It also presents the work terms of age, sex, strand and type of work
immersion performance of the Grade 12 TVL immersion venue.
students in the aspects of teamwork, Age. Most of the TVL students are in the
communication, attendance and punctuality, age group of 18-19 as depicted by the 65.9
productivity and resilience, initiative/ percentage result. The age group 20 and above
proactivity, judgment/decision making, gained the smallest percentage as manifested by
dependability/ reliability and professionalism. the 3.5%.
The Work Immersion Partner Institution Sex. 50.4 percentage of the TVL
Supervisor or the Work Immersion Supervisor students in the district of Bani are male as shown
which is the counterpart of the Work Immersion in the table. Female students, on the other hand,
Teacher served as the rater of the TVL students have gained 49.6 percentage.
in their work immersion performance. In Strand. As presented in table, the strand
coordination with the Work Immersion teachers, with the greatest number of students is Home
the immersion supervisor was responsible in Economics with 80.5 percentage. On the other
implementing the agreed list of activities of the hand, the strand with the least number of students
students. is Agri-Fishery Arts with .9 percentage.
Type of Work Immersion Venue.
Profile Majority of the work immersion venue of the
Category Frequency Percent TVL students were private establishments with
Variable
87.6 percentage while the government or public
Age 16 -17 69 30.5 sector obtained a 12.4 percentage.
18 – 19 149 65.9 Table 2
20 and Work Immersion Performance of the Grade
8 3.5 12 TVL Students in the Aspect of Teamwork
above
Total 226 100.0

Sex Male 114 50.4

Female 112 49.6
Total 226 100.0

Strand Agri-Fishery
2 .9
Arts
Home
182 80.5
Economics
Industrial
42 18.6
Arts
Total 226 100.0

Type of Government/
28 12.4
Work Public
18
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

As illustrated in this table, teamwork has Table 4

obtained an average weighted mean of 4.11
which depicts a very satisfactory performance. It Work Immersion Performance of the
implies that students were observing the Grade 12 TVL Students in the Aspect of
importance of working towards common goals as Attendance and Punctuality
shown by the result. The results shows that in
terms of being flexible in work and in dealing
with people under the aspect of personality
wherein the interns have gained a “Very Good”
performance rating [5].
Table 3
Work Immersion Performance of the
Grade 12 TVL Students in the Aspect of
Communication In Table 4, the average weighted mean
obtained in the attendance and punctuality of the
students is 4.14 which manifest a good
attendance and punctuality among the TVL
students. This showed that interns were rated as
“Very Good” in reporting to the office with
regular punctuality and finished the duty as
scheduled.
Table 5
Work Immersion Performance of the
Grade 12 TVL Students in the Aspect of
Moreover, the average weighted mean Productivity/Resilience
gained in the communication is 3.93 with
descriptive equivalent of very satisfactory as
shown in this table. It means that the
communication ability of the TVL students was
not lagging behind and that interns
comprehend/follow instructions easily. This
means that trainees have adapted the latest trends
of service and could easily understand
instructions.

As gleaned from Table 5, data shows that

students’ performance manifested an average
weighted mean of 3.93 in productivity and
resilience which is very satisfactory. It implies
that students have coped with the challenges and
demands of work immersion. This showed that
the interns made productive use of resources (e.g.
19
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

terminals and workstation assigned to him/her Table 8

which has gained a “Very Good” performance
Work Immersion Performance of the
rating.
Grade 12 TVL Students in the Aspect of
Table 6
Work Immersion Performance of the
Grade 12 TVL Students in the Aspect of
Initiative/ Proactivity

Dependability /Reliability
The average weighted mean obtained by
the TVL students is 3.98 as shown in Table 8. It
The average weighted mean obtained by shows that the students have adjusted well in
the TVL students under initiative and proactivity their assigned workplace as depicted by the
is 3.98. It showed that TVL students have learned performance rating “Very Satisfactory”. The
to be initiative and proactive in their work study showed that interns have obtained “Very
immersion. This is similar with a certain study Good” in the indicators enjoys comfortable
[9] wherein he interns gained a “Very Good” working relationship with his/her superior or
rating in the delivers the required amount/volume peers, positive attitude towards criticism and
of work output within the allotted time. towards superiors and comfortable in presenting
recommendations, suggestions and criticisms to
Table 7 his/her supervisor/peers and open to
Work Immersion Performance of the accommodate them with objective and positive
Grade 12 TVL Students in the Aspect of point of view.
Judgment / Decision Making Table 9
Work Immersion Performance of the
Grade 12 TVL Students in the Aspect of
Attitude

As illustrated in Table 7, TVL students

gained an average weighted mean of 3.73. It
means that student has the ability to make
decisions and demonstrate good judgment when
they are given opportunity and provided with
proper guidance.

20
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

The average weighted mean gained Moreover, the work immersion

under the aspect of attitude is 4.09 as shown in performance of the Grade 12 TVL students has
Table 9. It implied that the students have gained an overall weighted mean of 4.02 which
demonstrated a positive attitude during their means a very satisfactory performance.
immersion as manifested by the “Very
With attitude, it illustrates the
Satisfactory” rating.
commitment they had in their endeavors because
This data shows that attitude of the it will allow the individual personalities to shine
interns is considered to be very good that interns without compromising the professional presence
have positive attitude towards criticism and of the person and through attitude interns can
towards superior. Interns are believed to be show respect towards others.
enjoying a comfortable working relationship
Table 11
with their superior or peers as shown by the
“Very Good” rating [6]. Summary Table of Work Immersion
Performance of the Grade 12 TVL Students

Table 10
Work Immersion Performance of the
Grade 12 TVL Students in the Aspect of
Professionalism

Degree of Seriousness of the Problems

Encountered by the Grade 12 TVL Students
that Affect their Immersion Performance
The data on Table 12 presents the degree
Note: Highest frequencies are in boldface; WM = Weighted Mean; of seriousness of the problems encountered by
DE=Descriptive Equivalent the Grade 12 TVL students that affect their
Legend: NI– Needs Improvement; F – Fair; S –Satisfactory; VS-Very immersion performance.
Satisfactory; O – Outstanding
Table 12
Degree of Seriousness of the
Problems Encountered by the Grade 12 TVL
As shown in results in Table 10,
Students that Affect their Immersion
professionalism gained the highest average
Performance
weighted mean as manifested by the 4.26
weighted mean. This implies students have R
A
NS W a
learned to act as professionals when they are in Indicators L S V E
A M n
B
the workplace. k

21
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

1. I am not competitive 55 103 38 24 6 2. 1 In addition, Table 12 shows the overall

enough to do the job or 2
task assigned. 2 average weighted mean of 2.07 which implies
2. I am not confident 39 123 43 18 3 2. 1 that the degree of seriousness of problems
enough to present 2
recommendations, 2 encountered by the Grade 12 TVL students that
suggestions and affect their work immersion performance were a
criticisms to my
supervisors/co-trainees. little bit serious.
3. I lack knowledge and 72 86 41 19 8 2. 2
skills in performing my 1 The result reflects one of the goals of the
job or task assigned. 4 K to 12 Basic Education program which is to
4. I cannot manage my time 91 77 43 12 3 1. 6
that resulted to unfinished 9 develop competencies, work ethic and values
volume of work output 3 among learners. Because of the features of the
within the allotted time.
5. I find it difficult to work 82 77 35 20 12 2. 3 senior high school curriculum that aims to
with my superior and co- 1 produce graduates who are holistically
trainees. 3
6. I lack interest and pride 100 67 28 25 6 1. 5 developed and equipped with 21st century skills,
with the tasks assigned to 9 students are ready in their work immersion that
me. 8
7. I am afraid of the tasks 60 106 37 15 8 2. 2 provide them the opportunities to familiarize
and responsibilities that 1 themselves with the workplace, employment
superior will assign to 4
me.
simulation and apply/test their
8. Our work immersion 108 44 26 33 15 2. 3 competencies/skills work environment [7].
superior rarely coach and 1
mentor us while 3 Moreover, it that demonstrated the
undertaking immersion.
9. I have too many 106 50 36 22 12 2. 4 positive impact of immersion experiences
responsibilities at home 0 indicated by the numerous changes that students
that lead to tardiness in 4
reporting to my office have experienced significant increases in the
assignment. aspect of interpersonal and problem solving
10. My parents’ lack 138 35 27 9 17 1. 7
encouragement and 8 skills and social justice attitudes. The findings
support with regards to 1 suggest that civic action and interpersonal
work immersion.
2. A
dialogue are challenging for students to sustain
Average Weighted Mean 0 L beyond their immersion experiences but given
7 B
Note: Highest frequencies are in boldface; DE=Descriptive Equivalent
the depth of opportunity that most immersions
have led to an unexpected outcome. The type of
Legend: NSA– Not Serious at all; ALB – A Little Bit
Serious; S –Somewhat Serious; V-Very Much Serious; E – civic life and engagement patterned on
Extremely Serious immersion experiences endures well beyond the
more normative levels of the day-to-day
The indicator “I am not confident
experience of the students. The kind of “civic
enough to present recommendations, suggestions
life” and engagement that is patterned on
and criticisms to my supervisors/co-trainees”
immersion experiences stands well beyond the
gained the highest frequency of 123 and
more normative levels students experience on a
considered as one of the problems that is a little
day-to-day basis. Many students struggle with
bit serious. It was followed by “I am afraid of the
the complexity and apparent enormity of the
tasks and responsibilities that superior will assign
social issues they have confronted during
to me” and “I am not competitive enough to do
immersion that upon their re-entry to normal life,
the job or task assigned” with frequency of 106
the students are often struggling with the best
and 103 respectively.
way they can to move forward.

22
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

The role of teachers also plays an null hypothesis is 99.7 percent for students’
important factor with their performance. A study strand and 99.1 percent for type of work
[10] found out that there is a high level of immersion venue. On the other hand, there is no
manifestation of professional characteristics of significant differences were observed along
teachers in Pangasinan. Further, a study [11) also students’ age and sex.
revealed that the acquisition level of information
This shows that the examined the
literacy competency standards among the
perceptions of young adults regarding the effects
students in Pangasinan is high.
of an approximately month-long immersion
experience abroad in which they have
participated when they were still adolescents. It
Difference in the Level of Work Immersion
has indicated that participants believed that the
Performance of the Grade 12 Students across
trip combined with other experiences have
Profile Variables
contributed to their search for other international
Table 13 presents the experiences, pursuing international careers or
multivariate analysis on the difference in the careers that required intercultural skills and
level of work immersion performance of the establishing significant intercultural
grade 12 students across profile variables. relationships. They also described an increased
cultural awareness, empathy, global
Profil Wilk Parti Obser understanding, linguistic competence, tolerance
e s’ F Df Sig al ved
Varia Lam Eta Power for ambiguity as well as becoming more mature,
bles bda Squa independent and self-confident. It implies that
Strand .81 2.5 1 .0 .09 .997
whatever the age and sex of the students is, the
6 58* 8 0 7
Age .91 1.0 1 .3 .04 .771 immersion performance an individual is based on
4 96 8 5 4 their work experiences acquired from their work
Sex .93 1.8 9 .0 .07 .799
immersion venue [8].
Type 0 04 6 0
.86 3.6 .0 .13
of 9 .991
Work 7 8* 0 3
Immer Difference Between Subjects in the Level of
* Significant at .05 level
Work Immersion Performance across
The table shows that there is a significant Student’s Strand and type ofWork
difference across the students’ strand and type of Immersion Venue
work immersion venue on the combination of all
categories of work immersion performance as Table 14
revealed by the values of the multivariate Wilk Λ
Difference in the Level of Work
with corresponding significance values (p=.000)
Immersion Performance of the Grade 12
less than the .05 level of significance. The partial
Students across Profile Variables
eta squared shows that 9.7 percent in the
variation on the work immersion performance is Parti
Profile al Obser
attributed to the differences on the type of strand Varia
Work
F Sig Eta ved
Performance
the student belong. Moreover, 13.3 percent in the bles Squa Power
red
variation on the work immersion performance is
attributed to the differences on the type of 1.01 .3 .00
Strand Teamwork
immersion work venue of students. The observed 4 6 9 .163
power shows that the probability of rejecting the 5
23
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

.493 .6 .00 2.04 .1 .00 .297

Communicatio Initiative /
n 1 4 .738 Proactivity 9 5 9

2 4

.509 .6 .00 .226 1.22 .2 .00 .196

Attendance/Pu
0 5 Judgment 1 7 5
nctuality
2 0

.376 .6 .00 .130 3.01 .0 .01 .409

Productivity/R
8 3 Dependability 6 8 3
esilience
7 4

3.17 .0 .02 .133 .144 .7 .00 .067

Initiative /
4* 4 8 Attitude 0 1
Proactivity
4 5

1.45 .2 .01 .110 2.36 .1 .01 .334

Professionalis
Judgment 8 3 3 6 2 0
m
5 5
* Significant at .05 level
2.44 .0 .02 .604
The difference in the level of work
Dependability 6 8 1 immersion performance across student’s strand
9 and type of work immersion venue is presented
.418 .6 .00 .310 in Table 14. It reveals that a significant difference
Attitude 5 4
across students’ strand was found along initiative
aspect of work performance based on the value
9
of F – computed (3.174) with significance value
1.88 .1 .01 .489
Professionalis of .044.
m 8 5 7
The table further shows that a significant
4
difference across students’ type of work
3.68 .0 .01 .480
immersion venue was found along
Teamwork 1 5 6 communication, attendance/punctuality and
6 productivity/resilience aspect of work
12.4 .0 .05 .941 performance based on the computed F-values of
Communicatio 12.495, 4.638 and 10.025 respectively, with
Type n 95* 0 3
of significance values less than .05 level of
Work 0
Immer significance.
sion 4.63 .0 .02 .573
Venue Attendance/Pu
8* 3 0
The study implied that students’
nctuality
internship performance is not affected by their
2
performance in school because the evaluation of
10.0 .0 .04 .883 their actual performance was based on the
Productivity
/Resilience 25* 0 3 training/orientation and the daily tasks given by
2 the business establishment where they have been
assigned. This explains the result that there is a
significant difference across students’ strand was
24
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

found along initiative, communication, significantly higher work immersion

attendance/punctuality and performance than in private agencies.
productivity/resilience aspect of work
The multiple comparison table below
performance. A student’s initiative,
reveals that there is a significant difference
communication, attendance/punctuality and
between Home Economics and Industrial Arts
productivity/resilience is different from another
strand (F=3.174, p=.044) indicating that those
student even if they have the same strand and
students in Home economics strand had
training venue because these aspects of work
significantly higher work immersion
performance lies on the student performance
performance along initiative aspect compared to
towards work immersion.
Industrial Arts strand.
Mean Comparison in the Level of Work
The study showed that there is no
Immersion Performance across Student’s
significant difference in the interns’ academic
Strand and type of Work Immersion Venue
performance across training performance, thus
Table 15 the interns’ grades do not affect their training
performance in the areas of knowledge, skills,
Mean Comparison in the Level of
attitude and personality. The students still have
Work Immersion Performance across
the opportunity to get higher performance rating
Student’s Strand and type of Work
during their work immersion even though they
Immersion Venue
have low academic grades in their subjects.
Academic performances do not have relationship
Variables Mean
Work Performance
Compared Difference
Sig or effects in the performance evaluation of the
interns because manager or immediate
Agri-Fishery
Arts vs supervisors' basis for the evaluation was the
-.2083 .923
Home actual output or performance they possess during
Economics
Agri-Fishery the duration of training. Academic performances
Initiative / Proactivity Arts vs .1207 .974 do not have relationship or effects in the
Industrial
Home
Arts performance evaluation rating of the interns
Economics .3290* .034 because the actual output or performance that the
vs Industrial
Arts interns possess during the duration of training
Government/
Communication Public vs -.5842* .000 was the basis for the evaluation by the manager
Private or immediate supervisors [9].
Government/
Attendance and
Punctuality
Public vs -.3859* .032 CONCLUSION AND RECOMMENDATION
Private
Most of the TVL students were in the age
Government/
Productivity/Resilience Public vs .4885* .002 group of 18-19 under the Home Economics
Private strand. There were more male students than
The multiple comparison table shown in female students. Majority of the work immersion
Table 15 reveals that students having immersion venue of the TVL students were in private
on private agencies had significantly higher work establishments.
immersion performance along communication
and attendance/punctuality compared to students The overall weighted mean of the work
in government/public agencies. However, along immersion performance of Grade 12 TVL
productivity/ resilience, students having students was 4.02, which mean a “Very
immersion in government/public agencies had Satisfactory” performance. This means that the
25
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

performance of the grade 12 TVL students were Pangasinan. A training plan with a list proposed
enough to accomplish goals and tasks. measures and actions to be taken should be
observed.
The degree of seriousness of the
problems encountered by the Grade 12 TVL REFERENCES
students that affected their immersion [1] Department of Education. DepEd Order
performance was a little bit serious. Therefore, No.40, s.2015.
the researcher proposes intervention measures to
[2] Sokol, Bryan W. et al. (2015). Short-
improve the performance of the Grade 12 TVL
term Immersion Experiences: Assessing
students in their work immersion.
for Student Learning and Attitudinal
There was a significant difference in the Change. Center for Service &
level of work immersion performance across Community Engagement and
students’ strand in initiative/proactivity indicator Department of Campus Ministry.
and there was no significant difference in terms
[3] Department of Education. DepEd Order
of teamwork, communication,
No.30, s.2017.
attendance/punctuality, productivity/resilience,
judgment, dependability, attitude and [4] Best, John W. (1970). Research in
professionalism. The level of work immersion Education. Prentice-Hall Inc. New
across students’ age and sex had no significant Jersey.
difference.
[5] Felicen, Sevilla S. et al. (2014). Travel
Based on the results of the study, the and Tour Operations Course with CRS
proposed measures to improve the students’ and Internship Performance on Travel
work immersion performance are: a) aligning Agency. International Journal of
specializations to the work immersion partner Academic Research in Progressive
institution. b) preparing Work immersion Education and Development.
activities of the students based on the
competencies and preparing students before the [6] Buted, Dexter R. et al. (2014). A
actual work immersion. Correlation Study between Student
Performance in Food and Beverage
School heads and teachers should Services Course and Internship in F&B
encourage more students to take up other strands Department of Hospitality Business.
such as Agri-Fishery Arts, Industrial Arts and International Journal of Academic
Information Communications and Technology Research in Business and Social
through initiating information campaigns and Sciences.
strengthen career guidance programs. Teachers
should facilitate trainings and seminars for [7] Department of Education. Senior High
students, especially the TVL students, in order to School Manual of Operations Volume 1:
maximize their potentials and competencies. The Preparing for the Opening of SHS
school should integrate leadership trainings not Classes. Undated.
only for the student-officers but for all the [8] Flom, Nora A. (2014). There and Back
students in order to enhance their confidence and Again: Perceived Long-Term Effects of
leadership capabilities. Recommend further a High School Immersion Abroad
studies about work immersion performance of Experience. Education Doctoral
Grade 12 TVL students in the district of Bani,
26
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)
 Multidisciplinary Research Journal
Vol 2, No. 1, s. 2019

Dissertations in Leadership. University Standards Among the Students of

of St. Thomas, Minnesota. Pangasinan State University – Open
University Systems (PSU-OUS).
[9] Felicen, Sevilla S. et al. (2014). Travel
[online] Asianjournal.org. Available at:
and Tour Operations Course with CRS
https://asianjournal.org/index.php/ajms/
and Internship Performance on Travel
article/view/129
Agency. International Journal of
Academic Research in Progressive [12] Ventayen, R. J. M., & Orlanda-
Education and Development. Ventayen, C. C. (2018). Open and
Distance eLearning Readiness of a State
[10] Queroda, P. (2017). Professional University Graduate
Characteristics of Education Teachers in Students. International Journal on Open
Pangasinan. Southeast Asian Journal of and Distance e-Learning, 4(2).
Science and Technology, 2(1). Retrieved
from [13] Ventayen, R. J. M. (2019). Educator’s
https://mail.psu.edu.ph/zdomains/j.sajst. Competencies on the Application of
org/index.php/sajst/article/view/44 Technological Tools in
Teaching. International Journal of
[11] Queroda, P. and Quimson, L. (2018). Scientific & Technology
Information Literacy Competency Research, 8(11).

27
ISSN 2651-8414 (Print) www.psurj.org/mrj ISSN 2651-8406 (Online)