1

MISAMIS OCCIDENTAL NATIONAL HIGH SCHOOL

Oroquieta City

Performance of SSP IV-Darwin and Dalton Students during the On-the-Job

Training: Impact on Employability and Career Development

An Action Research

By

VIVIAN D. ECHALICO
March 2013
 2

TABLE OF CONTENTS

Title Page .. 1

Table of Contents . 2

List of Table . 4

I. BACKGROUND OF THE STUDY

Introduction 5

Theoretical Framework 7

Objectives of the Study 7

Significance of the Study 8

Scope and Limitations of the Study 8

II. REVIEW OF RELATED LITERATURE AND STUDIES 9

III. METHODS AND PROCEDURES

Research Method 11

Research Respondents 11

Research Procedure 11

Statistical Treatment of Data 12

IV. PRESENTATION, ANALYSIS AND

INTERPRETATION OF DATA 13

V. SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

Findings 19

Conclusions 20

Recommendations 21
 3

BIBLIOGRAPHY 22

APPENDICES

A. Letter of Application 23

B. Evaluation Sheets 24

C. Certification 27

D. On the Job Training (OJT) Photos 31

E. OJT Feedback Survey 32

 4

LIST OF TABLE

Page

Table 1.1 Level of OJT Performance of the Respondents as rated by 13

their OJT Supervisors in Terms of Work Performance

Table 1.2 Level of OJT Performance of the Respondents as rated by 14

their OJT Supervisors in Terms of Personality Traits

Table 2 Respondents Feedback on their On-the-Job Training 16

(OJT) Experience
 5

I. BACKGROUND OF THE STUDY

INTRODUCTION

Education is highly regarded in Philippine culture as an important factor in

being successful in life and it forms the central strategy of President Benigno
Aquinos administration for investing in the people and enhancing the youths
opportunity to gain meaningful employment. President Aquino is a staunch
advocate of the new system, believing it will bring the Philippines in line with global
standards, make even high school graduates more employable, and provide
students with more time to choose which careers best suit their abilities.
(wordfolio.com, 2013)
In the K to 12 Toolkit, Bro. Armin A. Luistro, FSC Secretary Department of
Education emphasized that together we will fundamentally reform the basic
education curriculum so that our learners have a true mastery of basic competencies
and a more deliberate path to the world of work and entrepreneurship or are better
prepared for higher learning. The impetus for meaningful education reform is clear:
the realities of our modern world require a different kind of Filipino. The Filipino must
be a lifelong learner. The Filipino must be holistically developed. The Filipino must
be globally-oriented and locally-grounded. (http://www.seameo-innotech.org, 2012)
The Department of Education Memorandum 149 S. 2011 on Career Pathways
for high school students mandates to prepare high school students for lifelong
learning and the world of work and advised educators to orient high school students
on the various career pathways to pursue after high school. Early orientation on the
many career opportunities will strongly encourage students to learn and complete
their basic education. The various curricular programs have been designed to enable
students to understand their strengths, pursue their interests, and develop their
multiple intelligences. The role of the school is to provide opportunities to students to
discover their passion and pursue it. (deped.gov.ph, 2011)
A trend can be deduced from the figures for unemployed youth (defined as
those within 15 to 30 years of age in the Philippines) from NSO Labour Force Survey
on July 2009. More college graduates than elementary graduates and high school
dropouts can be found among the unemployed youth. The possession of a college
degree, it seems, no longer assures one of employment.
 6

Technical Education and Skills Development Authority (TESDA) and the

Commission on Higher Education (CHED) are aware that 83 percent of high school
graduates are not able to proceed to college, while only one third of the 17 percent
who enters college graduated. (sunstar.htm, 2012) To that end, employability issues
need to be addressed concerning the type of education and skills required by
manufacturing industries for employees with only a high school diploma.
Last school year 2011-2012, the researcher conducted an action research on
the On-the-Job (OJT) Training Experience of the IV-Duhat Students: Its Feedbacks
and Implications and findings showed that students under study strongly agree that
the OJT training gives them a taste of the real world - giving them a glimpse of what
lies ahead of them after graduating high school. Furthermore, as reflected on the
students comments, they were hoping that the OJT program will be continued to the
succeeding batch of students for them to experience the same benefits they gained.
Abiding with our President Aquinos vision on making high school graduates
more employable and supporting Bro. Luistros reform agenda in providing students
more deliberate path to the world of work, the researcher is prompted to continue
conducting the On-the-Job Training program to graduating students under her
subject area. This time, the researcher will provide the employer/supervisor an
assessment tool that will determine the students performance as commented and
suggested by her school head and colleagues. This research is likewise conducted
to determine the impact of the students OJT performance on their employability and
career development.
Knowing that not all high school graduates would continue college education;
this research would somehow help address the employability issues concerning the
type of education and skills our nearby business establishments would require for
employees with only a high school diploma.
 7

THEORETICAL FRAMEWORK

This study is anchored on David Kolbs, an American educational theorist,

Experiential Learning Theory. Kolbs four-stage learning cycle shows how
experience is translated through reflection into concepts, which in turn are used as
guides for active experimentation and the choice of new experiences. The first stage,
concrete experience (CE), is where the learner actively experiences an activity such
as on-the-job training or field work. The second stage, reflective observation (RO), is
when the learner consciously reflects back on that experience. The third stage,
abstract conceptualization (AC), is where the learner attempts to conceptualize a
theory or model of what is observed. The fourth stage, active experimentation (AE),
is where the learner is trying to plan how to test a model or theory or plan for a
forthcoming experience. Kolb identified four learning styles which correspond to
these stages. The styles highlight conditions under which learners learn better.
These styles are: assimilators, who learn better when presented with sound logical
theories to consider; convergers, who learn better when provided with practical
applications of concepts and theories; accommodators, who learn better when
provided with hands-on experiences; and divergers, who learn better when allowed
to observe and to collect a wide range of information.

OBJECTIVES OF THE STUDY

Specifically, the study sought to accomplish the following objectives:

1. To assess the level of job performance of the respondents as rated by their

OJT supervisors in terms of
1.1. Work performance
1.2. Personality Traits
2. To determine the feedback of the respondents about their OJT experience, its
impact on employability and career development
 8

SIGNIFICANCE OF THE STUDY

The outcomes of this study are beneficial to the following entities:

School administrators. This would give insights and recommendations on
how to provide the practicumers the type of education and skills the firms and
business establishments would require for employees with only a high school
diploma.
Teachers. It would provide information regarding the status of the
practicumers that would encourage them to help the students by giving prompt,
specific and helpful feedback.
Students. This will give them brighter understanding and deeper awareness
to the different factors that would affect their on-the-job training performance. The
results of this study will help practicumers improve specific areas among themselves
to become professionals.
Cooperating Firms and Business Establishments who accepts student
trainees this would guide them an idea on how to handle and supervised
practicumers.
Parents. This study will increase awareness on the benefit of the on-the-job
training and for them to be supportive of their childs endeavor.

SCOPE AND LIMITATIONS OF THE STUDY

This study was conducted at the Misamis Occidental National High School
and limited only to the SSP IV-Darwin and SSP IV-Dalton students. The range of the
study was from October 2012 to March 2013. This study will be limited only in
assessing the level of job performance of the respondents as rated by their OJT
supervisors and its impact on employability and career development.
 9

II. REVIEW OF RELATED LITERATURE AND RELATED STUDIES

This chapter presents some theories, studies and concepts related to the
assessment of the OJT trainees performance and its impact on employability and
career development.

According to Koontz (2007) as cited by Taladtad, et. Al (2011) many

opportunities for development can be found on-the-job training. Trainees can learn
as they contribute to the aims of the enterprise. On-the-job training is a never-ending
process. Effective coaches will develop the strength and potentials of subordinates
and help them overcome their weaknesses.

Ogbeide (2006) on his study on Employability Skills and Students Self-

Perceived Competence For Careers In The Hospitality Industry revealed that
Internships or OJTs provide students the advantage to practice theoretical concepts
learned in the classroom, examine career choices, know more about the industries
skill requirements, and most importantly, develop hands-on workplace skills.
Internship also helps students develop their employability competencies including
leadership skills, human resources skills, oral and written communication skills,
problem solving skills, interpersonal communication skills, teamwork, decision-
making skills, and planning skills.

Sudesh Sharma (2011) on her article on Importance of OJT in Employability

at www.inlead.in highlighted that during the On-the-Job Training, students can apply
the learnings from academics in the real world. Through this they would be learning
in a practical way and hence would be enhancing their skill sets which are needed
for employability. Through OJTs students would be getting Exposure (of the real
world), Confidence (of facing real situations) and they would be doing Networking
(making contacts) for themselves. OJTs would also help them understand what are
their real strengths and weaknesses.

Internships.com (2012) on its article What will a summer internship do for

me? stressed out that for high school students, choosing potential internships, going
through the internship application process, and completing an internships program
offer valuable decision-making lessons. As a high school student, you'll find that
 10

internship can serve as a trial period that can finalize a decision you've already made
about "what you want to be when you grow up," or it can start laying out options to
help you make some career decisions. Participating in, and completing an internship
as a high school student will give you the confidence and skills you need to
understand the world of the "job search." It will allow you to explore a wide variety of
career options including marketing, design, nursing, accounting, or something else. It
will propel you into the world of networking.

De Leon and Borchers (1998) as cited by Giridhar (2012) conducted a study

about High School Graduate Employment Trends and the Skills Graduates Need to
Enter Texas Manufacturing Industries. The study was undertaken to determine
specific basic academic and vocational skills required of employees with only a high
school diploma. Respondents were asked to rate a skill statement based on their
perception of that skill as being required element for employment. The following are
the skills were viewed as absolute requirements for employment: 1) reading, writing
and math skills; 2) communications skills; 3) critical thinking skills; 4) group
interaction skills; 5) personal development skills; 6) leadership skills; and 7)
employability skills which includes punctuality, regular work habits and quality
standards.
 11

III. METHODS AND PROCEDURES

This chapter presents the research method, research respondents, data

gathering procedure and statistical techniques used.

RESEARCH METHOD

The researcher employed the descriptive research as method on this study to

assess the level of job performance of the respondents as rated by their OJT
supervisors in terms of work performance and personality traits and to determine the
feedback of the respondents about their OJT experience.

RESEARCH RESPONDENTS

The purposive convenience sampling was utilized in choosing the research

respondents. The researcher chose the SSP IV-Darwin and SSP IV-2 Dalton
students. This group was chosen since the students are homogeneously-grouped
based on their Intellectual Quotient (IQ) as measured upon their entrance to
secondary education. The group is composed of twenty-seven (27) boys and forty-
two (42) girls. The selection ensured that the group had the classroom situation
according to the curriculum they have, that they have taken Computer Education
(ICT) subject since first year until present and that they have possess skills in Word
Processing, Spreadsheet, Electronic Bookkeeping, PowerPoint Presentation, Adobe
Photoshop, Desktop Publishing, Basic Web Design, Basic Programming, Basic
Database Management, Computer Assembly, Maintenance and Troubleshooting.

RESEARCH PROCEDURE

At the start of the School Year 2012-2013, the respondents were informed
about the requirements of the subject, CP-TLE (ICT) IV. They will undergo the On-
the-Job Training (OJT) on the Mid-Year break. Due to the many requirements the
respondents would do during the mid-year break, the researcher only require them to
have at least 16 hours of training. The respondents were asked to write an
application letter to the office / business establishment of their choice signed by the
 12

subject teacher/research, head teacher and the principal. The researcher also
provided the employer/supervisor an assessment tool modified and adopted from
AMA Computer College Cavite Campus retrieved from
http://www.scribd.com/doc/87139185/OJT-Evaluation-Form-2009. After the break,
the OJT Feedback Survey was then conducted to the respondents (using the same
instrument as last years action research) and respondents were also asked to give
their comments and suggestions to their OJT experience.

STATISTICAL TREATMENT OF DATA

The data gathered were then analyzed and interpreted using the frequency,
percentage and weighted mean. The computations were done using MS Excel
program.
 13

V. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is the presentation, analyses, and interpretation of the collected

data related to the study.
Table 1.1
Level of OJT Performance of the Respondents as rated by their
OJT Supervisors in Terms of Work Performance
(n=69)

HP P B BB
STATEMENTS (4) (3) (2) (1) WM Description
F % F % F % F %
1. Knowledge of work (able
39 56.52 17 24.64 13 18.84 0 0 3.38 Proficient
to grasp as instructed)
2. Quality of work (performs
an assigned job efficiently 40 57.97 17 24.64 12 17.39 0 0 3.41 Proficient
as possible)
3. Ability to learn new
duties(quick in absorbing
and retaining knowledge 38 55.07 20 28.99 11 15.94 0 0 3.39 Proficient
as well as learning and
adjusting to changes)
4. Attendance (follows Highly
45 65.22 19 27.54 5 7.25 0 0 3.58
assigned work schedule) Proficient
5. Punctuality (reports to work
42 60.87 18 26.09 9 13.04 0 0 3.48 Proficient
assignment schedule)
Average 3.45 Proficient
Legend: HP Highly Proficient P Proficient B Basic BB Below Basic
Ranges for Weighted Mean:
3.50-4.00 Highly Proficient 2.50-3.49 Proficient 1.50-2.49 Basic 1.00-1.49 Below Basic

Table 1.1 shows the level of OJT performance of the respondents as rated by
their OJT supervisors in terms of work performance. With a weighted mean of 3.58, it
is evident that forty-five (45) or 65.22% of the respondents are highly proficient in
following their assigned work schedule religiously. It further confirms that forty-two
(42) or 60.87% of the respondents are also highly proficient in reporting to work
assignment schedule promptly. The table also proves that forty (40) or 57.97% of the
respondents are highly proficient in performing an assigned job efficiently as
possible. It implies that the respondents possess all the employability skills:
punctuality, work habits and quality standards as enumerated by De Leon and
Borchers (1998) study. Moreover, table 1.1 also depicts that the respondents were
both proficient in the knowledge of work and ability to learn new duties with a
weighted mean of 3.38 and 3.39 respectively. This supports to Koontz theory (2007)
that many opportunities for development can be found on-the-job training. Effective
coaches/supervisors will develop the strength and potentials of subordinates and
help them overcome their weaknesses.
 14

Table 1.2
Level of OJT Performance of the Respondents as rated by their
OJT Supervisors in Terms of Personality Traits
(n=69)

HP P B BB
STATEMENTS (4) (3) (2) (1) WM Description
F % F % F % F %
1. Physical Appearance
(personally well-groomed
40 57.97 17 24.64 12 17.39 0 0 3.41 Proficient
and always wears
appropriate dress)
2. Attitude towards work
Highly
(always shows enthusiasm 45 65.22 16 23.19 8 11.59 0 0 3.54
Proficient
and interest)
3. Courtesy (shows respect Highly
47 68.12 18 26.09 4 5.80 0 0 3.62
for authority at all times) Proficient
4. Conduct (observes rules
Highly
and regulations of 46 66.67 17 24.64 6 8.70 0 0 3.58
Proficient
establishment)
5. Perseverance and
industriousness (shows
initiative and interests in 41 59.42 17 24.64 11 15.94 0 0 3.43 Proficient
work over and above what
is assigned)
6. Drive and leadership
(inquisitive and 31 44.93 20 28.99 18 26.09 0 0 3.19 Proficient
aggressive)
7. Mental maturity (effective
29 42.03 23 33.33 17 24.64 0 0 3.17 Proficient
and calm under pressure)
8. Sociability (can work
harmoniously with other 41 59.42 17 24.64 11 15.94 0 0 3.43 Proficient
employees)
9. Reliability (trusted to be
Highly
left alone to use or operate 45 65.22 17 24.64 7 10.14 0 0 3.55
Proficient
office equipment)
10. Possession of traits
necessary for employment 43 62.32 17 24.64 9 13.04 0 0 3.49 Proficient
in this kind of work.
Average 3.44 Proficient
Legend: HP Highly Proficient P Proficient B Basic BB Below Basic
Ranges for Weighted Mean:
3.50-4.00 Highly Proficient 2.50-3.49 Proficient 1.50-2.49 Basic 1.00-1.49 Below Basic

Table 1.2 shows the level of OJT performance of the respondents as rated by
their OJT supervisors in terms of personality traits. With a weighted mean of 3.62, it
is apparent that respondents are highly proficient in showing respect for authority at
all times. The table likewise reflects that respondents are also highly proficient in
observing rules and regulations of establishment with weighted mean of 3.58.
Moreover, the table also illustrates that forty-five (45) of the respondents are highly
proficient in terms of reliability and that the respondents can be trusted to be left
 15

alone to use or operate office equipment. This implies that respondents are capable
and knowledgeable in operating office equipment such as the computer.
With a weighted mean of 3.54, it is reflected in table 1.2 that respondents are
highly proficient in always showing enthusiasm and interest towards work. It also
reveals that forty-three (43) or 62.32% of the respondents are highly proficient for
they possess the traits necessary for employment in the kind of work they served as
trainee. This is a clear manifestation of Sudesh Sharmas (2011) theory that through
on-the-job training students would be learning in a practical way and hence would be
enhancing their skill sets which are needed for employability.

In addition, the table 1.2 discloses that the respondents are proficient in
showing initiative and interests in work over and above what is assigned and that
they can work harmoniously with other employees both having a weighted mean of
3.43. This proves Ogbeides (2006) theory that internships or OJT helps students
develop their employability competencies including leadership skills, human
resources skills, oral and written communication skills, problem solving skills,
interpersonal communication skills, teamwork, decision-making skills, and planning
skills.

Likewise, table 1.2 reflects that forty (40) or 57.97% of the respondents are
personally well-groomed and always wears appropriate dress. It further shows that
thirty-one (31) or 44.93% of the respondents are inquisitive and aggressive. With a
weighted mean of 3.17, it is evident that the respondents are effective and calm
under pressure.

Table 1.2 as a whole implies that the respondents possess the different skills
viewed as absolute requirements for employment: 1) communications skills; 2)
critical thinking skills; 4) group interaction skills; 5) personal development skills; 6)
leadership skills; and 7) employability skills which includes punctuality, regular work
habits and quality standards as enumerated by De Leon and Borchers (1998) study.
 16

Table 2
RESPONDENTS FEEDBACK ON THEIR ON-THE-JOB TRAINING (OJT) EXPERIENCE
(n=69)

SA A D SD
STATEMENTS (4) (3) (2) (1) WM Description
F % F % F % F %
1. The on-the-job training
(OJT) allows me to test
43 62.32 26 37.68 0 0 0 0 3.62 Strongly Agree
what I learn in new and
more complex situations.
2. The OJT develops my
skills needed for the 36 52.17 30 43.48 3 4.35 0 0 3.48 Agree
competitive job market.
3. The OJT gives me a
taste of the real worlda
glimpse of what lies 47 68.12 22 31.88 0 0 0 0 3.68 Strongly Agree
ahead after I graduate
high school.
4. The OJT provides
opportunities for me to 44 63.77 24 34.78 1 1.45 0 0 3.62 Strongly Agree
gain new ideas.
5. The OJT motivates me
to practice skills and 46 66.67 23 33.33 0 0 0 0 3.67 Strongly Agree
apply knowledge
6. The office/establishment
provides opportunities or
tasks for me to use and 47 68.12 19 27.54 3 4.35 0 0 3.64 Strongly Agree
develop my computer
skills.
7. My OJT supervisor
provides positive role Strongly
43 63.32 24 34.78 2 2.90 0 0 3.59
model and constructive Agree
support
8. What I learn in my
experience as an OJT
46 66.67 20 28.99 3 4.35 0 0 3.62 Strongly Agree
trainee is useful to me in
the future.
9. My OJT experience
broadens my skills and 42 60.87 26 37.68 1 1.45 0 0 3.59 Strongly Agree
knowledge.
10. Through the OJT, I gain
invaluable experience
that I can take with me
47 68.12 22 31.88 0 0 0 0 3.68 Strongly Agree
as I move forward with
future careers and
education.
Legend: SD Strongly Disagree D Disagree A Agree SA Strongly Agree
Ranges for Weighted Mean
3.50-4.00 Strongly Agree 1.50-2.49 Disagree
2.50-3.49 Agree 1.00-1.49 Strongly Disagree

Table 2 shows the respondents feedback on their on-the-job training (OJT)

experience. With a weighted mean of 3.68, the respondents strongly agree that the

OJT training gives them a taste of the real world a glimpse of what lies ahead of
 17

them after graduating high school and through the OJT, they gain invaluable

experience that they can take with them as they move forward with future careers

and education. Likewise, Table 2 confirms that the respondents strongly agree that

the OJT motivates them to practice skills and apply knowledge having a weighted

mean of 3.65.

Table 2 further illustrates that forty-seven (47) or 68.12% of the respondents

strongly agree that the office/establishment provides opportunities or tasks for me to

use and develop my computer skills. With a weighted mean of 3.62, table 2 depicts that

the respondents strongly agree that the on-the-job training (OJT) allows them to test what

they learn in new and more complex situations; that the OJT also provides opportunities for

them to gain new ideas and what they learn in their experience as an OJT trainee is useful to

them in the future. This affirms Ogbeides (2006) theory that internships or OJTs

provide students the advantage to practice theoretical concepts learned in the

classroom, examine career choices, know more about the industries skill

requirements, and most importantly, develop hands-on workplace skills.

Sample of Students Comments

Respondents Comment 1:

Respondents Comment 1 illustrates that through the On-the-Job Training

(OJT), the respondent was able to experience what it is like to have a real job and it
obviously helped the respondent develop his/her skills and believes that through the
OJT, he/she will be more equipped for the near future.
 18

Respondents Comment 2:

It is evident in Respondents Comment 2 that the respondent is very glad that

she/he was given the chance to have an OJT experience. It really broadened the
respondents mind in the real world.

Respondents Comment 3:

Respondents Comment 3 shows that the respondents OJT experience

tested his/her independency and working skills to become successful in the future.
The respondent also admitted that the experience shaped him/her not only mentally
and physically but also socially and morally. The respondent learned things she/he
havent learned before and through the experience her/his road to her/his future
career was given light upon.

Respondents Comment 4:

This sample comment confirms that the OJT helps the respondent in
developing many skills especially leadership. The respondent also reveals that
she/he gain more ideas that can be used for his/her future.
 19

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the findings of this study and on the basis of such
findings; conclusions and viable recommendations are engendered.

FINDINGS

1. The respondents level of On-the-Job Training (OJT) performance as rated by

their OJT supervisors in terms of work performance is highly proficient in
attendance, proficient in knowledge of work; quality of work; ability to learn new
duties and punctuality respectively.

2. As evaluated by their OJT supervisor in terms of personality traits, the

respondents are highly proficient in attitude towards work, courtesy, conduct and
reliability. Furthermore, the respondents are proficient in physical appearance,
perseverance and industriousness, drive and leadership, mental maturity,
sociability and possession of traits necessary for employment in the kind work
they serve as OJT trainee.

3. Predominantly, the respondents strongly agree that the OJT gives them a taste of
the real world giving them a glimpse of what lies ahead after they graduate high
school. With the same intensity, the respondents strongly agree that through the
OJT, they gain invaluable experience that they can take with them as they move
forward with future and careers and education.

4. The respondents comments strongly reveals that the entire OJT experience
develop further their skills making them more equipped and successful in the
near future. Through the OJT experience their road to their future career was
given light upon.
 20

CONCLUSIONS

Based on the findings of this study, the following generalizations are drawn:

1. The respondents level of OJT performance as rated by their OJT supervisors in

terms of work performance in its entirety is proficient. It implies that the
respondents possess all the employability skills: punctuality, work habits and
quality standards as enumerated by De Leon and Borchers (1998) study.

2. In terms of personality traits, the respondents level of OJT performance as rated

by their OJT supervisors as a whole is equally proficient. This is a clear
manifestation of Sudesh Sharmas (2011) theory that through on-the-job training
students would be learning in a practical way and hence would be enhancing
their skill sets which are needed for employability. This likewise proves Ogbeides
(2006) theory that internships or OJT helps students develop their employability
competencies including leadership skills, human resources skills, oral and written
communication skills, problem solving skills, interpersonal communication skills,
teamwork, decision-making skills, and planning skills. Furthermore, the results
imply that the respondents possess the different skills viewed as absolute
requirements for employment: 1) communications skills; 2) critical thinking skills;
4) group interaction skills; 5) personal development skills; 6) leadership skills; and
7) employability skills which includes punctuality, regular work habits and quality
standards as enumerated by De Leon and Borchers (1998) study.

3. The respondents strongly agree that the OJT is beneficial to them in so many
ways such as giving them a taste of the real world and a glimpse of what lies
ahead after they graduate high school. Through the OJT, they can also gain
invaluable experience that they can take with them as they move forward with
future and careers and education. This affirms Ogbeides (2006) theory that
internships or OJTs provide students the advantage to practice theoretical
concepts learned in the classroom, examine career choices, know more about
the industries skill requirements, and most importantly, develop hands-on
workplace skills.
 21

RECOMMENDATIONS

Based on the findings and conclusions, the following recommendations are

presented:

1. The teacher-researcher shall continue to let the Fourth Year TLE (ICT)
students undergo the On-the-Job (OJT) training;

2. The teacher-researcher shall require students more hours in the On-the-Job

training. Last school year, it was the desire of the teacher-researcher that the
fourth year students that will be under her will be given a slot of the last period
in the morning or the first period in the afternoon. With this class schedule, the
OJT program will be intensified providing the student-trainees ample time to
really experience what it is like to have the On-the-Job Training. Hopefully, the
in-charge of making the class program will grant this request and the
intensified OJT program will be realized this coming school year.

3. Encourage other Technology and Livelihood Education (TLE) teachers to let

their fourth year students undergo On-the-Job training.
 22

BIBLIOGRAPHY

Giridhar, Kaavya (2012). High School Graduate Employment Trends and the Skills
Graduates Need to Enter Texas Manufacturing Industries. Retrieved on
http://scholar.lib.vt.edu/ejournals/JVTE/v15n1/JVTE6.html

Ogbeide, Godwin Charles (2006). Employability Skills and Students Self-

Perceived Competence for Careers in the Hospitality Industry. Retrieved on
https://mospace.umsystem.edu/xmlui/bitstream/handle/10355/4403/research.pdf?
sequence=3

Sudesh, Sharma (2011). Importance of OJT in Employability. Retrieved on

http://blog.inlead.in/2011/09/importance-of-ojt-in-employablility.html

Taladtad, Sunjay G. Bala, Maria Katrina R., Rodelas Manilyn, Teope, Rodolfo,
John. (2010). Factors that Affect the On-the-Job Training of BSBA Practicumers
of the University of Manila : An Assessment. Retrieved on http://
www.slideshare.net / taladtad / factors-that-affect-the-on-thejob-training-of-
6528978.

K TO 12 TOOLKIT (2012). Resource Guide for Teacher Educators, School

Administrators and Teachers. Retrieved on http://www.gov.ph / downloads / 2012
/ 201209-K-to-12-Toolkit.pdf

http://www.eisrjc.com/documents/Practicum_Performance_in_Singapore_and_the_P
hilippines_of_Hospitality_Students_in_a_State_University_1326363183.pdf

http://www.internships.com/summerinternships/high-school-students

http://www.learning-theories.com/experiential-learning-kolb.html

http://www.scribd.com/doc/30288849/OJT-Evaluation-Form-AMA

http://www.sunstar.com.ph/tacloban/local-news/2012/08/28/governor-hopes-schools-
produce-employable-graduates-239747

http://www.worldfolio.co.uk/region/asia/philippines/budget-secretary-florencio-b-
abad-philippines
 23

APPENDICES

A. LETTER OF APPLICATION
 24

B. EVALUATION SHEETS

Modified and Adopted from AMA Computer College Cavite Campus retrieved from
http://www.scribd.com/doc/30288849/OJT-Evaluation-Form-AMA
25
26
 27

C. CERTIFICATION
28
29
30
 31

D. ON THE JOB TRAINING (OJT) PHOTOS

 32

E. OJT FEEDBACK SURVEY

33