Basic Research Proposal Template

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
BERF Basic Research Proposal Application Template

LEAD MAMING, MARVIN JAY I.
PROPONENT
MEMBER LOYOLA, BELINDA C.
TITLE OF Work Readiness Among SHS Students of ETTMNIHS: Basis for a Work
RESEARCH Immersion Development Program
DIVISION Cavite Province
Introduction and Rationale
Since the full implementation of the SHS Program in the District of Kawit, Emiliano Tria Tirona
Memorial National Integrated High School has been proactive and fully abiding with the DepEd
policies and harmonized guidelines on Work Immersion. The school has successfully managed to
tap public and private institutions who since have been active partners of the school. However,
the onset of COVID-19 pandemic halted the face-to-face conduct of the Work Immersion
program. ETTMNIHS had no choice but to apply alternative measures in the conduct of work
immersion. At present, the Department of Education already mandated SHS institutions to
resume face-to-face and on-site conduct of work immersion. Given the impact of distance
learning on the social, cognitive, social, and emotional aspects of the learners, it is necessary to
measure first the readiness of students to embark in Work Immersion prior to their deployment.
This research is based on section VI (MONITORING AND EVALUATION - the Office of the
Curriculum and Instruction Division will monitor the implementation of the policy, in particular,
the EPS in-charge of SHS Curriculum) of the SDO Cavite Province DM No. 025, s. 2023 -
GUIDELINES ON THE UTILIZATION AND IMPLEMENTATION OF SHS WORK IMMERSION
PREPAREDNESS TOOL IN THE DIVISION OF CAVITE PROVINCE. It provides that to achieve the
goals and objectives of the K to12 Curriculum of the Department of Education as indicated in
Deped Order No. 39 s. 2018 or the Clarifications and Additional Information to Deped Order No.
30 s. 2017 or the Guidelines for Work Immersion, students are to be prepared for the actual
work immersion. Evaluation of students’ readiness for work immersion should be done and
tailored to the context of the school. This is also in reference with Deped Order No. 40 s. 2015 or
the Guidelines on Kto12 Partnerships, Deped Order No. 30 s. 2017 or the Guidelines for Work
Immersion, Deped Order No. 39 s. 2018 or the Clarifications and Additional Information to
Deped Order No. 30 s. 2017, and Memorandum DM CI 2020- 00085 or the Guidelines for Work
Immersion Implementation during Crisis Situation. The guidelines is intended to guide schools
in the DepEd Cavite Province in effectively organizing and managing the SHS Work Immersion
implementation under the K to12 Basic Education Curriculum. The policy provides a detailed
instruction and procedures on the use of Senior High School (SHS) Work Immersion
Preparedness Tool beginning the school year 2022 - 2023 to be provided to Grade 12 learners
prior to the conduct of actual work immersion. This policy also benefits other stakeholders such
as industry partners, schools, parents, and learners by providing comprehensive guidelines on
how the preparedness tool will be used, so that they may contribute to the effectiveness and
efficiency of SHS Work Immersion implementation and improvement. Results of the
Address: Gate 2, Karangalan Village, Cainta, Rizal

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: [email protected] Doc. Ref. Code RO-PPRD-F017 Rev 00
Effectivity 09.20.21 Page 1 of 10
Website: depedcalabarzon.ph
preparedness tool will also be used by the schools as the basis of the intervention activities to
address learning gaps as needed.
The Schools Division of Cavite Province issued the operational guidelines on the
utilization and implementation beginning the school year 2022 - 2023 of the Senior High School
(SHS) Work Immersion Preparedness Tool, which was an offshoot of the study Validation of SHS
Work Immersion Students’ Preparedness Instrument by SDO Cavite Province EPSs.
Literature Review
Work Immersion
One of the courses needs to graduate is work immersion. A senior high school student must
engage in work immersion, which is a field that is directly related to their post-secondary goal.
To improve their competencies, students should learn and familiarized with the work place in
their area of expertise through work immersion. It is a requirement for graduation and directly
ties to students' objectives through employment in their field of study.
Senior High School program components which is a part of the K–12 educational system,
consists of 80 hours of actual work that students conduct in a variety of fields while being
supervised by the teacher in charge and the partner organization. To have an idea at a work
place is, partly, a highly prominent moment, a student must undergo. Work Immersion
evaluates if students have the necessary skills to grow. It often refers to the overall social
development of the children.
In the Philippines, the Department of Education developed work immersion standards using the
extensive expertise of ideal schools, partnership focal areas, technical-vocational livelihood
schools, industrial partners, and supporters of youth growth. Their guidelines can offer
assistance in the relationship-building and partnership-building processes so that students have
knowledge to work appropriately in real work settings like establishments and laboratories where
their prior training is applicable.
Preparedness of Students
Learners saw Work Immersion as a worthwhile, important, and difficult experience that gave
them a practical understanding of what to anticipate after graduation. Based on survey
questionnaires and interviews, it gave them the opportunity to engage in employment
simulations and implement their classroom skills in real-world settings. Data was collected from
43 Grade 12 students in a public school in the General Academic Strand (GAS).
Dela Cruz and Permejo's program aims to give students practical learning experience in the
workplace that will help them develop new skills, immerse them in the business environment,
and enhance their employability. The information was gathered from the thirty-two (32) Service
Immersion Directors that oversaw the 80 hours of student work immersion during the 2018-
2019 academic year's second semester. Recognizing the employment prospects and satisfaction
levels of learners partaking in work immersion programs. According to the study's findings,
students have a high opinion of their own potential for work, which gives them the assurance to

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carry out action plans for handling tasks. Despite their differences, the students learned most
about communication and dealing with others, much like they did on the job. When given
employment projects connected to their strand, students demonstrate efficiency in performing
the duties, demonstrate lifelong learning, and exhibit qualities that can be used to live an
efficient life.
Work immersion helps automotive student-trainees develop their skills, solve problems that
humanity has caused, become more responsible, accept challenges, and deal with any
consequences these challenges may have. Although there are various immersion programs being
implemented by the education sector to improve the performance and skills of the automotive
students, from the researchers' observations and perspectives as automotive students, the
realization of these programs' goals could hardly be noticed or seen. This study was created to
assess the performance of the trained and quasi automotive students at RMVIS.
Importance of Work Immersion

When it came to actual job performances and professional growth, being prepared for the
workplace is thought to be a strong indicator of graduate potential and ability. According to a
review of the literature, current graduate hiring and selection procedures lack the objectivity and
content validity required to properly evaluate employees' preparation for employment.
Professional secondary schools, which are among the educational institutions that educate
talented employees, must pay consideration to variables that promote job readiness because it is
a critical factor that affects the integrity of future graduates.
Perceived preparation for practice can lessen the anxiety and stress related to moving from
college to the workforce. The analysis clearly showed that the UK Graduating students who took
part in a formal, 12-month work placement learned immensely from the experience. A
remarkable learning opportunity where theoretical information may be applied in "authentic"
employment was one of the many benefits of this internship.
Formal work-based learning in a business setting was found to be very beneficial since it
enriched undergraduate students' educational opportunities while giving them the chance to
develop and hone job-related skills.
Readiness for Work
Any job requires leadership, according to several experts. That is not an exception for social
work. The updated definition adequately captures the key function of leadership. The present
social work curriculum, which is practice-based, supports individual freedom and liberty as well
as social development and community integration.14 A workforce with great intelligence abilities,
the ability to drive innovation, high levels of thinking originality, and adaptability to the
application of systematic thinking models are required for the development of an industrial
society.
The K-12 Program was authorized and put into force by that of the Philippine administration in
2012 through Republic Act No. 10533 series. That has to do with the basic schooling plan. The
Department of Education declared that building consensus of a schooling institutions is a
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
successful treatment for the nation's falling educational standards. To ensure excellence in the
student workforce since students are critical to the advancement of learning. The outcome,
before starting exercise, it is critical in knowing a target level of student ability. The previous
possibilities suggest that a lack of new students and a reduction in office workload would result
in a loss of revenue for senior students and college universities, a decline in faculty
compensation, and perhaps a shortage of educational positions. Senior High School students
can choose a track based on how they plan to move forward after high school. To ascertain their
abilities and passions, students must first start taking assessments. They will include an
entrance examination, a career diagnostic test, and an occupational interest inventory for
secondary schools. To aid students in choosing their area of expertise or career path, career-
promoting activities will also be carried out. The distribution of specializations or tracks will take
into account the community's resources, the majority of students' demands and interests, as
well as its opportunities and needs.
Students were given an extra two years of senior high school to help them get ready for higher
education, middle-level skill development, entrepreneurship, and international employment.
Creating plans to adopt the new curriculum and being ready to make adjustments to its full
execution are two challenges to accept realistically since educators and educational institutions
must decide to adopt for the implementation to be successful.
Work Programs and Activities
Study reveals that learners' personal experience including salary level, gender, and citizenship
status have a greater impact than their educational outcomes on overall career goals and
employment prospect results. To prepare students to be competitive for future good employment,
early career preparedness must be comprehensive, supporting the development of academic
knowledge and abilities as well as technical and 21st-century capabilities. Collaboration between
the education and workforce systems must be formalized and perpetuated in order to hold
people accountable for the routes to these occupations. Employers must be included as well.
Test scores, which make up more than half of the present school accountability systems, can
only capture a small portion of this form of accountability. In a profession and society that are
quickly changing, this problem short present forth a guideline for a K–12 teaching program of
research that will unearth approach answers for how to better develop learners for universities,
careers, and community life. Three structural deficiencies in the educational occupational
instructional programs that obstruct learners’ career and social outcomes will be further
explored by CAP through a variety of research studies. The following practices will specifically
help students get ready for the workers: untimely discovery to job opportunities, especially in
grade level K–8, comprehensive construction for university study and employment in the
incoming workplace across educational as well as social factors, and orientation of education
control mechanisms through the outcomes of academic and professional readiness as well as the
achievement of good jobs.
Curriculum actually starts in the sixth grade with a lot of pre-assessments to ascertain the
student's interests and career guidance. After the evaluation, a career portfolio is developed for
the student which incorporates professional interest Inventories, ability assessment profiles,
professional and private goals and a four-year preparation of study for his/her high school years.
Students have the option of enrolling in a higher education preparatory class with a focus on
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
public university preparation strand or in graduate preparedness classes, that will educate
students for the job economy and further learning. Students who choose this option will take
courses in career areas like healthcare studies and the healthcare establishment, legal politics,
construction innovations, finance and business, and also earth studies in a comprehensive and
expedited sequence. Also, students have the choice of working and studying at an outdoor
school. Programs for preparing for careers provide students the chance to put their knowledge to
use in practical situations and earn experience in a field they are engaged in. Education-to-
workplace activities included work tracking, counseling, collaborative learning (fusing
educational and technical studies), school entrepreneurship, Robotic Plan, and
internship/apprenticeship programs. Also, by working together, they enable learners to utilize
their initiative talents and develop their work ethics, necessary skills, and ability of cooperation.
Research Questions
The main objective of this study is to measure the level of Work Immersion preparedness among
SHS students of Emiliano Tria Tirona Memorial National Integrated High School.
Specifically, the researchers seek to find answers to the following questions:
1. What is the profile of the students involved in the study?
2. What is the status of the skills provided by the SDO Cavite Province Senior High
Schools to learners in the academic and TVL Track, Strands and Specialization
courses in the in terms of the following:
a. Administrative Support
b. Student preparation:
3. What possible intervention programs could be implemented to address learners on the
constraints level of preparedness?
4. What personal goals do the learners have for the SHS Work Immersion?
Scope and Limitation

All SHS G12 Learners of the TVL and Academic Track of Emiliano Tria Tirona Memorial National
Integrated High School will serve as respondents of the study to be conducted in the second
semester of SY 2022-2023
This study is of mixed method, descriptive research designed to find out the preparedness/
readiness of the learners on Work Immersion.
Descriptive research is a study designed to depict the participants in an accurate way. It is used
to describe characteristics of a population or phenomenon being studied. It does not answer
questions about how/when/why the characteristics occurred. Rather it addresses the "what" .
The characteristics used to describe the situation or population are usually some kind of
categorical scheme also known as descriptive categories.
Research Methodology

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
A. Sampling
The researchers will use purposive sampling among the G12 learners both from academic and
TVL strands of ETTMNIHS. Respondents will be chosen regardless of age, sex, learner’s status,
etc.
B. Data Collection
The proponents will utilize the instrument of Canubas. (2017). Preparedness of Tanza
National Trade School Senior High School Students on Work Immersion: Input to the Manual for
Senior High School Work Immersion and modified it into five parts: Part I. Demographic Profile;
Part II. Senior High School students’ level of readiness on different skills; Part III. The schools’
Industry Immersion preparation measures; Part IV. Attitude and Values; and Part V. Learners’
personal goal/s or objective/s on the SHS Work Immersion.
The instrument had been validated by seven (7) SDO Cavite Province Education Program
Supervisors (EPSs) of the division with the use of Oducado’s (2020) survey instrument validation
rating scale. The tool will be made available in word document and google form. The 34 SHSs in
the division may request for a google form or use the printed word document.
The division monitoring tool provided in SDO Cavite Province Division Memo No. 025, s.
2023 will be used for the results and findings.
C. Ethical Issues
For ethical concerns, a letter of request will be forwarded to the Schools Division
Superintendent of SDO Cavite Province seeking permission for the conduct of the study. Upon
approval, the proponents will personally administer the survey questionnaire to the respondents
of the study. Citing and referencing will be considered to acknowledge contributions, ideas,
information and data of individuals with contribution to the study. The names of the
respondents in the instrument will be optional for anonymity of the respondents.
D. Plan for Data Analysis
The data will be subjected to appropriate statistical treatment using frequency, percentage
distribution, ranking and weighted mean.
Timetable/Gantt Chart
ACTIVITIES Mar Apr May Jun Jul Aug
Submission of
Project/Research title
for approval
Submission of Request
Letter for the Research
to the SDS
Drafting/submission of

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proposal/data gathering
Data
gathering/completion of
the Research and
printing of the first draft
Plans for Dissemination and Utilization

DISSEMINATION Sep Oct Nov Dec Jan Feb
ACTIVITIES
1. Presentation of
findings in
school/district
FGDs, SLAC, etc.
2. Presentation of
findings in the
district colloquium
3. Presentation of
findings in the
Division CARECON
and CBER
4. Publication of
research in a
reputable research
journal
REFERENCES
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Evaluation of Grade 12 STEM Students in Science and Technology-Based
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Andrews, Jane, and Helen Higson. “Graduate Employability, ‘Soft Skills’ Versus ‘Hard’
Business Knowledge: A European Study.” Higher Education in Europe 33, no. 4
(December 1, 2008): 411–22. https://doi.org/10.1080/03797720802522627.
Borling, Kimberline, Noel Lozarito, Quezveen Bleau Lagdamen, Jerick Fegarido, and
Adonis Besa. “Implementation of Work Immersion and Its Effects on the Social

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Development of Senior High School Graduates.” Indonesian Journal of Educational

Research and Technology, December 1, 2023, 167–72.
Bustamante, Jeson A. “SENIOR HIGH SCHOOL WORK IMMERSION PIONEERS: A
PHENOMENOLOGICAL STUDY.” JOURNAL OF INTERNATIONAL ACADEMIC
RESEARCH FOR MULTIDISCIPLINARY 7, no. 2 (March 1, 2019): 66.
http://dx.doi.org/.
C. Acosta, Imee, and Alexander S. Acosta. “Teachers’ Perceptions on Senior High School
Readiness of Higher Education Institutions in the Philippines.” Universal Journal of
Educational Research 4, no. 10 (October 2016): 2435–50.
https://doi.org/10.13189/ujer.2016.041024.
Caballero, Catherine Lissette, and Arlene Walker. “Work Readiness in Graduate
Recruitment and Selection: A Review of Current Assessment Methods.” Journal of
Teaching and Learning for Graduate Employability 1, no. 1 (August 17, 2010): 13–
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Catelo, Sean A. “Work Immersion Program for Senior High School in the Division of Pasay:
Basis for an Intervention Plan.” Journal of World Englishes and Educational
Practices 2, no. 4 (August 25, 2020): 65–77.
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Cisco, Webex by. “Education Needs To Prepare Students For The Future Of Work – Here’s
How.” Forbes Magazine, July 29, 2021. https://www.forbes.com/sites/cisco-
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heres-how/.
Dela Cruz, Joel N., and Michael M. Permejo. “Workplace Skills and Competencies: An
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(December 8, 2020): 41–48.
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Deng, Wenbo, Zhongling Pi, Weina Lei, Qingguo Zhou, and Wenlan Zhang. “Pencil Code
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Horishna, Nadiia, Hanna Slozanska, Olha Soroka, and Lyudmila Romanovska. “Exploring
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2019): 598–615. https://doi.org/10.33225/pec/19.77.598.
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Malau-Aduli, Bunmi S., Karina Jones, Faith Alele, Mary D. Adu, Aaron Drovandi, Gillian
Knott, Louise Young, and Clara Jo. “Readiness to Enter the Workforce: Perceptions
of Health Professions Students at a Regional Australian University.” BMC Medical
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03120-4.
Mann, Anthony, Vanessa Denis, Andreas Schleicher, Hamoon Ekhtiari, Terralynn
Forsyth, Elvin Liu, and Nick Chambers. “Teenagers’ Career Aspirations and the
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(December 1, 2020): 826–32. https://doi.org/10.11591/ijere.v9i4.20578.
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Organisation for Economic Co-Operation and Development 34, no. 1 (2019): 13.
https://doi.org/10.21061/jcte.v34i1.a1.
SUBMITTED BY: MARVIN JAY I. MAMING

(Signature over printed
name)
BELINDA C. LOYOLA

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487

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Republic of the Philippines

BERF Basic Research Proposal Application Template

Introduction and Rationale

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Importance of Work Immersion

Scope and Limitation

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Plans for Dissemination and Utilization

Address: Gate 2, Karangalan Village, Cainta, Rizal

Development of Senior High School Graduates.” Indonesian Journal of Educational

Address: Gate 2, Karangalan Village, Cainta, Rizal

SUBMITTED BY: MARVIN JAY I. MAMING

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

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