EFFICACY OF IMMERSION PROGRAM FOR SENIOR HIGH SCHOOL STUDENTS OF

SPNHS UNDER ELECTRICAL INSTALLATION AND MAINTENANCE DEPARTMENT

S.Y. 2017-2018

By

JULVE, GAYEL

CORDETA, JONEL,

DIAZ, JEROME

JACQUIAS, ICHIRO

COJO, RIAN

Research Paper

presented in partial fulfillment of the requirements

for the subject
Inquiries, Investigations and Immersion

Sangley Point National High School Senior High School

Sangley Point, Cavite City

March 2018

Approved by:

Deonisa R. Mecadio
Faculty Mentor
 Efficacy of Immersion Program for Senior High School Students of
SPNHS under the Supervision of the Electrical Installation and Maintenance Department of
Philippine Navy
S.Y. 2017-2018

Julve, Gayel
Cordeta, Jonel,
Diaz, Jerome
Jacquias, Ichiro
Cojo, Rian

Grade 12- Maka-Diyos, Peacekeeping, March 2018

Introduction:
A career choice is important because it determines your success in the next stages of your life.
One of the tasks of high school students is to explore and plan for their postsecondary career
options. High school students are at the exploration stage of career development. Many factors
affect career choices of high school students. Identifying these factors would give parents,
educators, and industry an idea as to where students place most of their trust in career selection
process.

Methods:
The study is descriptive in nature. The researchers conducted a survey involving Grade 12
students of Sangley Point National High School who took up Electrical, Installation and
Maintenance (EIM) in the Immersion Program. Out of 61 takers of EIM, only 30 random
students were asked to answer a 36-item survey questionnaire. The proponents of this study used
only one (1) type of scale, which is a 5-point agree/disagree scale.

Results:

Conclusion:

ii
 Efficacy of Immersion Program for Senior High School Students of
SPNHS under the Supervision of the Electrical Installation and Maintenance Department of
Philippine Navy
S.Y. 2017-2018

Experiential education as we know it today encompasses an array of potential

experiences, including service-learning internships, academic service-learning, community
service-learning, cooperative education programs, and applied practicum (Knapp, 2010)

This research aims to provide awareness of the efficacy of each immersion program that
SPNHS offers especially to Senior High School (SHS) students like the researchers. The agenda
is meant to help focus our study with other students, faculty of SPNHS, community and
organizations that might serve as our research partners. The larger goal is to ensure that the study
can contribute and spread awareness of the value of this immersion we are signed to.

Students physically undergo training so that they can experience actual work in their
chosen specialization. Industry partners provide the facilities and will serve as "mentors" and
who will act as "teachers" to students. The immersion programs helps student learn first-hand
whether a career interest is a good fit.

This study would also like to find out expectations from various Senior High Students of
SPNHS taking (EIM) like us in the practicum training experience. The results of this study
would be useful for the guidance of future researchers and future SHS students of SPNHS under
EIM Department.

This study hopes to provide a betterment of decision making for students like the
researchers in choosing career path to take. The researchers also hope that this would
demonstrate their initiative and eagerness to learn by exploring the whole immersion experience
and consider the value added inputs they have gained.

1
 The chosen field, EIM, prepares the researchers for exciting careers within the varied
electrical engineering and allied disciplines. Graduates can also have the foundation to further
pursue advanced study.

2
 CHAPTER 1

Background of the Study

In early 2013, the Solutions Evaluation and Adaption Unit (SEAU) under the Educational
Research and Innovation Office (ERIO) of the South East Asian Ministers of Organization
Regional Centre for Educational Innovation and Technology (SEMEO INNOTECH) undertook
the development of a study to document the developments on the first year of implementation of
the Senior High School Modelling in selected SHS model schools in the country. A set of
program interventions to support the Department of Education (DepEd)’s need for sustained
technical support in operationalizing the new K to 12 Basic Education Program. Included in the
study are four (4) general public high schools, namely, 1) Sangley Point National High School
Cavite City, Cavite, 2) Bacolod City National High School, 3) Sum-ag National High School in
Bacolod City, Negros Occidental, and 4) Palo National High School in Palo, Leyte. General
Findings of the monitoring study paid attention to pre-implementation and implementation
experiences of the SHS model schools SEAMEO INNOTECH, 2013)
Sangley Point National High School (SPNHS) is a general public high school located in
Cavite City, Cavite that offers security and peacekeeping as specialization or career pathways.
The school was identified for SHS modelling because it was deemed as a special high school for
military services skills development. It was also chosen because it is strategically located within
a naval base and because of the industries surrounding the school.
A partnership was made with the Philippine National Police (PNP) because many of the
skills would come from the expertise of the PNP, notably security services. The school also
coordinated with TESDA to help provide SPNHS students with skills on appliance repair.
Subsequently, Philippine Naval Fleet also signed as industry partners with SPNHS. In terms of
skills development, SPNHS students found their subjects interesting and skills-enhancing.
Work immersion is a key feature of the Senior High School (SHS) curriculum. It can be
conducted in different ways depending on the purpose and needs of learners. (DepEd, 2017).
This research study primary purpose was to examine the student’s immersion experience
and determine whether it will help to enhance student’s ability to achieve the predicted outcomes
of immersion programs. Integrating a practical element into higher education enables students to

3
not only acquire knowledge related to their chosen area of study, but also the ability to apply it
outside of the classroom. (Deuster, 2009)
According to Kolb, D., Boyatzis, R., & Mainemelis, C. Experiential Learning Theory:
Previous Research and New Directions, Perspectives on cognitive, learning and thinking styles
(p.227-247) (2000), for this application to occur, one first needs to comprehend the connection
between learning and personal efficacy. For example, by utilizing one of the elements of an
experiential education, reflective observation, one can then reflect on what they learned in the
classroom and how that enables them to achieve a higher level of self efficacy.

Statement of the Problem

This study deliberates determinants of immersion program’s efficacy for the SHS
students of SPNHS taking EIM. Researchers hope to find the answers to the following questions:

1. Will the students need constant supervision and consultation after the program?
2. Will the student’s existing priorities interfere with their future academic choices after the
immersion?
3. What benefits and challenges does this immersion experience offers and poses on
student’s academic performance?

Research Questions

Moreover, it aims to answer the following questions:

1. What is the profile or demographics of the students who are taking immersion program
for this school year?
2. What or who are the influencing factors in choosing EIM immersion program?
3. What skills do they think they will develop or enhance after the immersion?
4. Is taking the EIM the right career path for the respondents for their future academic
plans?
5. What other benefits or advantages students can acquire from the EIM immersion
program?

4
6. Is there any area of the EIM immersion program that needs improvement?
7. Was the whole EIM immersion experience worth it?
8. How good or effective is the immersion program experience?

CONCEPTUAL FRAMEWORK

Effective Design of a Program

Designing an effective internship program involves many different factors. When

a program coordinator is developing a potential model, he or she must develop the
program goals. Program goals should be develop from an academic and community
based ideological framework.
Keeping in mind all of the functions and potential benefits of immersions,
everyone involved in an immersion program should have specified roles and
responsibilities. The parties involved in an immersion program and process include
students, employers/supervisors, program coordinators, and the sponsoring school. In

5
 order to assess the efficacy of an immersion program, we must acknowledge existing
guidelines and evaluate how well these guidelines are adhered to by the parties involved.
The expectations of an immersion vary among students, departments, employers
and schools. A student expects an immersion to be intellectually stimulating and
beneficial for building the skills needed for future employment. The participating
departments intends for the immersion to be an opportunity for the student to employ
classroom knowledge in a real world setting. The employer expects the program
partnership to be a way to identify, hire and retain talented students seeking employment
after graduation. The school expects an immersion to create a community partnership
with a potential new employer, or to maintain an existing partnership through productive
and effective work by its student interns. (Santariano, W., & Rogers, S., 1979)

Figure 1

First, Figure 1 illustrates student immersion program demographics enrolled at SPNHS

Grade 12 for academic terms 2017 – 2018. Immersion characteristics will independently predict
the amount of enhancement (i.e. benefits) that a student under the immersion program receives.
Out of 243 Grade 12 students, 41 are from RAAC, 61 from EIM, 85 from Welding, 17 are from
Pipe Fitting and 39 are from CSS.

Immersion Experiences
(Personal, Interpersonal,
Academic and Employment)

6
 Student and Immersion Learning Outcomes
Characteristics (Areas of Enhancement
i.e. benefits)

Figure 2. Researcher’s Theoretical Model

Further, Figure 2, the researcher’s theoretical model suggests that the student
demographics and immersion experiences will combine with the mediating effects that
respondents received from their immersion characteristics enhancements to predict the efficacy
of the program to the students attaining the intended enhancements of the immersion program.

Significance of the Study

The result of this study will hopefully benefit Sangley Point National High School heads,
teachers and supervisors. This study would provide a clear outline of the projected needs and
potential problems of EIM immersion program in terms of human and material resources for
better implementation of senior high school immersion programs in the next academic years.
Moreover, for the students to both excel academically and develop practical skills. To future
researchers, this study might serve as springboard for further researchers into the other subjects
included in as well as into other areas of educational research.

Scope, Delimitation and Assumptions of Study

The study is descriptive in nature and focused on 12 th Graders of SPNHS taking

immersion programs for semester. One delimitation is that the study concentrates on EIM takers

7
on Grade 12 students, the efficacy of immersion programs and their perceptions regarding the
benefits that they can achieve from the program.

The research did not examine other variables such as gender and age of the students as
these variables cannot be identified from the survey questionnaires.

One research assumption was that this group of students would be responsive, willing and
able to be asked and interviewed with their answers in the survey. These assumptions were
appropriate because the research group was responsive and willing to participate in the survey
and interviews. Also assume that respondents would trust that their answers would be kept
anonymous so they feel comfortable in being honest. Lastly, respondents would have useful
things to share about action research, even though their comments would often be based on their
immersion experience.

Definition of Terms

Advanced study. An advanced system, method, or design is modern and has been developed
from an earlier version of the same thing.

Characteristics. A distinguishing trait, quality or property

Curriculum. Is the planned interaction of pupils with instructional content, materials, resources,
and processes for evaluating the attainment of educational objectives. This process includes the
use of literacies and datagogies that are interwoven through the use of digital media and/or texts
that address the complexities of learning.

Education. In its general sense is a form of learning in which the knowledge, skills, and habits
of a group of people are transferred from one generation to the next through teaching, training or
research.

Immersion. Instruction based on extensive exposure to surroundings or conditions that are

native or pertinent to the object of study.

Interfere. Take part r intervene in an activity without invitation or necessity.

Grade 12 students. This pertains to the student in the post-kindergarten year of school year in
the K to 12 curriculum in which the students are 17 to 18 years of age.

8
K to 12 Program. Covers Kindergarten and 12 years of basic education o provide sufficient time
for mastery of concepts and skills, develop lifelong learners, and prepare graduates for tertiary
education, middle-level skills development, employment and entrepreneurship.

Knowledge. Awareness or familiarity gained by experience of a fact or situation.

Preparation. Way of preparing certain area of specialization to achieve goals for every student.

Priorities. The fact or condition of being regarded or treated as more important.

School. It is an institution designed for the teaching of students under the direction of teachers.
It is a place where the learners enhance their skills and achievements takes place in this
institution.

Specialization. This is the act of limiting one’s study or work to one particular area, or a
particular area of knowledge.

CHAPTER II REVIEW OF LITERATURE

This chapter presents a review related literature and studies related to choice of
specialization of senior high school students.

Furthermore, the review of the literature for this study focuses on education and its role in
shaping the future of students in K to 12 Curriculum in response to the newly implemented
educational program. The literature will also discuss issues about (1) The Role of the Teachers,

9
(2) 3 Tracks that a Senior High School Student can choose from, (3) Career Education, (4)
Importance of Career Education, (5) Tec-Voc Training Programs, (6) Career Choice and (7)
Factors in Career Choice.

At this pace of this changing society and economy a lot of actions should take place.
They have to face a lot of challenges especially educators who are being asked to do more with
less due to rapidly evolving technologies and ongoing shifts in global economy and demography.
A successful education system will need to be of paramount importance if a multicultural society
to succeed and prosper in the future. Education is a gateway to a better job and greater earning
potential. One key to understanding this issue is an appreciation of the overall landscape
education and training.

THE ROLE OF EDUCATION

Senior High School is two years of specialized upper secondary education; students may
choose a specialization based on aptitude, interests, and school capacity. The choice of career
track will define the content of the subjects a student will take in Grades 11 and 12. SHS subjects
fall under either the Core Curriculum or specific Tracks (Official Gazette, 2012). Senior High
School (SHS) covers the last two years of the K to 12 program and includes Grades 11 and 12. In
SHS, students will go through a core curriculum and subjects under a track of their choice. The K
to 12 Program covers Kindergarten and 12 years of basic education (six years of primary
education, four years of Junior High School, and two years of Senior High School (K12
Philippines, 2015) to provide sufficient time for mastery of concepts and skills, develop lifelong
learners, and prepare graduates for tertiary education, middle-level skills development,
employment, and entrepreneur ship.

Filipinos are known to be competitive in the international community. However, the

current education system hinders the students from becoming even more competitive. Starting in
the 2012-2013 school year, the education system of the Philippines was enhanced from the ten
years of basic education to a 12-year program through an initiative called the K-12 Education
Plan sponsored by the Department of Education (HubPages Inc. 2016). The K-12 program offers
a decongested 12-year program that gives students sufficient time to master skills and absorb
basic competencies. The K-12 program accelerates mutual recognition of Filipino graduates and
professionals in other countries (K-12 Philippines, 2015)

10
 Schools have always played a vital role in ensuring that students have the skills needed
for the job or career they have chosen. The key function of education is to fully prepare students
for life after schooling preparation for the world of work is a necessary and vital part of that
equation. As our society and economy continues to evolve, it may be time to rethink how public
education aids students in choosing career and education pathways. Additionally, due to the
present economic and social changes our government is dealing with, it is imperative that we
think more deeply about the future of those students who will enter the workforce immediately
after high school. ―How can we ensure that education is the right one for the times? ―
Different skill sets will be required for the future. The next generation will need to be
entrepreneurial, willing to take risks and be multicultural Waugh 2013 cited, high standard of living,
is an important part of culture and values. The education system has a significant and direct impact on the
quality of our workforce our economic productivity and ultimately, our ability to prosper as businesses, as
people, and as a nation rely on our public schools to provide highly skilled and educated talent. K to 12 is
a solution to create opportunities that will help all children from the time they enter the classroom to
when they join the workforce – McCleary. (2012) K – 12 (k twelve) is a designed curriculum for the sum
of primary and secondary education. It is used in the United States, Canada, Turkey, Philippines, and
Australia. (K) for 4- to 6-year-olds through twelfth grade (12) for 7- to 19-year-olds. It is a education
from Kindergarten to Senior High School in the countries mentioned respectively. Wikipedia (2008)
Republic Act K to 12 which is known as ― Enhanced Basic Education Act of 2013‖or ― K to 12 Basic
Education Program Law‖ states that the graduate of basic education shall be an empowered individual
who has learned, through a program that is rooted on sound educational principles and geared towards
excellence, the foundations for learning throughout life, the competence to engage in work and be
productive, the ability to coexist in fruitful harmony with local and global communities, the capability to
engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform
others and one‘s self. (Legal Basis)

The K to 12 Curriculum

The academic year 2016-2017 is a big turning point in Philippine Education system since
a vast makeover happened. The new curriculum which is known as K to 12 Enhanced Basic
Education Curriculum, under the newly signed K to 12 Basic Education Program Law Senior
High School (SHS) officially implemented nationwide starting with Grade 11 in SY 2016-2017
16-2017 and Grade 12 in SY 2017-2018. The additional 2 years Senior High School is a

11
specialized upper-secondary education composed of a common Core Curriculum and Tracks.
There are 8 core curricula or learning areas that include Language, Humanities, Communication,
Mathematics, Philosophy, Science, Social Science and Physical Education and Health and 4
tracks which include (1) Academic, (2) Technical-Vocational-Livelihood, and (3) Sports and Arts
(4) General Education or Liberal Arts. Each track will have strands, which is also known as
specializations within a track. The eight (8) core curricula have 17 core subjects while the 4
tracks have 16 track subjects or a total of 33 subjects for SHSC of which each subject will entail
80 hours of classes per semester for the four semesters involved in Grades 11 and 12 or a total of
2,640 hours to complete the senior high school level.

Implementation
Teachers must implement the curriculum in their own classrooms, sticking to the plan
that has taken so much time, careful planning and effort to create. When a teacher fails to
properly implement a strong curriculum, she risks not covering standards or failing to implement
effective practices in the classroom. That does not mean a teacher cannot make minor changes.
In fact, a strong curriculum is designed to allow a teacher to be flexible and to insert a few
personalized components or choose from among a selection of activities.

Reflection
Reflecting on a curriculum allows teachers and others involved in the process to find any
weaknesses in the curriculum and attempt to make it better. Teachers reflect on curriculum in
multiple ways, such as keeping the journal as they implement the curriculum, giving student
surveys and reviewing the results or analyzing data and individual student performance. Not only
can reflection serve to improve a specific curriculum, it may guide the creation of new
curriculum.

The Role of Teachers

Learning experience is not the same as the content with which a course deals nor the
activities performed by the teacher. The term ― learning experience refers to the interaction
between the learner and the external conditions in the environment to which he/she can react.
Learning takes place through the active behaviour of the student. Betz, (Betz, 1996) argues that
the teacher‘s problem is to select learning experiences that will foster active involvement in the

12
learning process in order to accomplish the expected learning outcomes. Tyler outlined five
general principles in selecting learning experiences:

1. The learning experience must give students the opportunity to practice the desired
behaviour. If the objective is to develop problem-solving skills, the students should have
ample opportunity to solve problems.

2. The learning experience must give the students satisfaction. Students need satisfying

experiences to develop and maintain interest in learning; unsatisfying experiences hinder

their learning.

3. The learning experience must ―fit‖ the students‘needs and abilities. This infers that the
teacher must begin where the student is ability-wise and that prior knowledge is the
starting point for new knowledge.

4. Multiple learning experiences can achieve the same objective. There are many ways of
learning the same thing. A wide range of experiences is more effective for learning than a
limited range.

4. The learning experience should accomplish several learning outcomes. While students are
acquiring knowledge of one subject or concept, they are able to integrate SCHOOLING.

Three (3) Tracks

Each student in Senior High School can choose among three (3) tracks: Academic;
Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes three
strands: Business, Accountancy, Management (BAM); Humanities, Education, Social Sciences
(HESS); and Science, Technology, Engineering, Mathematics (STEM). One interesting part of
the program is the students immersion, which may include earn-while-you-learn opportunities,
this will provide them relevant exposure and actual experience in their chosen track. TVET
(TECHNICAL VOCATIONAL EDUCATION & TRAINING) NATIONAL CERTIFICATE
After finishing Grade 10, a student can obtain Certificates of Competency (COC) or a National
Certificate Level I (NC I). After finishing a Technical-Vocational-Livelihood track in Grade 12, a
student may obtain a National Certificate Level II (NC II), provided he/she passes the
competency-based assessment of the Technical Education and Skills Development Authority

13
(TESDA). NC I and NC II improves employability of graduates in fields like Agriculture,
Electronics, and Trade.

In SY 2012-2013, there are 33 public high schools, public technical-vocational high

schools, and higher education institutions (HEIs) that have implemented Grade 11. This is a
Research and Design (R&D) program to simulate different aspects of Senior High School in
preparation for full nationwide implementation in SY 2016-2017. Modelling programs offered by
these schools are based on students‘interests, community needs, and their respective capacities.

Career Education

Career education helps a student make informed decisions in developing a career. Instead
of focusing on academic subjects, a student learns the tools of an occupation through hands-on
training. Career education is accomplished through a variety of programs, such as adult
education and employment training, mentoring programs and community education Career
education helps a person develop the knowledge and skills they need to choose and pursue a
career path. Balana (2013) in her research pointed out that one of the most and major important
steps is landing an appropriate job is having a planned course choice/career path in pursuing a
degree. A student must plan first on what course to take as he goes on or continue his study
before entering tertiary level. There are many things to consider before an individual arrives in a
conclusion on what path to take. Foremost is what future he wants to get for himself. His Special
skills and stock knowledge gained during their secondary level of education.

Importance of Career Education and Technical/Vocational Training Programs

There are many benefits that career education can offer to the students. This has been
recognized over the last decade or so as various ministries of education have introduced
mandatory career education courses and/or re-examined their approaches to technical training
programs. This is a welcome development.

K to 12 responses 2 to Career Education and Technical/Vocational Training Programs by

examining the role of career education K to 12 programs is the answer as a response to skills
shortage and high youth unemployment, it is important to understand the role public education
can play in guiding students‘choices. In study of Cook (2013) he cited that from an economic

14
perspective, countries with a greater proportion of students in vocational education at secondary
school tend to have lower youth unemployment.

Career Choice

Selection is one of many imperative choices students will make in determining future
plans and success. This decision will shape them and serve as their path walk throughout their
lives. The essence of who the student is will revolve around what the student wants to do with
their life-long work and career. Basavage (1996,) in her thesis probed ―What is it that
influences children one way or another? Over the school‘s front door at Rindge School of
Technical Arts is the saying, ―Work is one of our greatest blessings. Everyone should have an
honest occupation‖ (Rosenstock & Steinberg, cited in O‘Brien, 1996, p. 3). This is how we can
view history and its importance. Each individual has his own history that shapes out present and
future lives. That history created, in part by the student‘s environment, personality, and
opportunity, it will determine how students make career choices. It then follows that how the
student perceives their environment, personality, and opportunity also will determine the career
choices students make.
Edwards (2011) cited that career choice is a complex decision for students since it
determines the kind of profession that they intend to pursue in life. Students should make career
choice while in secondary school, so they will be able to face problem of matching their career
choices with their abilities and school performance. Since the career process is ever evolving, it
is important for students to learn just what their opportunities are, capitalize on them, and then
move on. When it comes to predicting costs versus benefits of education, this is where students
can make a mistake in either overestimating or under estimating their economic situations.
Students should not confine themselves to just one opportunity, nor should they stop trying if the
one possible opportunity dries up. If opportunity is not present they have to make their own
opportunities or move on.

15
Factors in Career Choice

The following are literature reviews and studies related factors that influence senior high
school students in their choosing track/strand: future opportunities/ideal job, personality, family,
and peer/classmate.

Social cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994)
emphasizes cognitive-person variables that enable people to influence their own career
development, as well as extra-person (e.g., contextual) variables that enhance or constrain
personal agency.

Future Opportunities/ Ideal Job. The earning potential of your chosen profession is likely to be
a factor that influences your career path. You may find one aspect of your career is more
financially rewarding than another, or that working your way through the ranks holds greater
financial incentive than staying in the same job. Your personal financial needs are also likely to
influence the career choices you make. Opportunity is the third factor that has shaped career
choices for students. Opportunity may influence how students have perceived their future in
terms of the reasonable probability of a future in particular career fields. The issue of poverty has
played an important determining role in the opportunities available to all (McQuerrey, 2006)
Opportunities in career choice would include academic settings, technical schools, entry level job
openings, job shadowing, vocational guidance, job placement, and industry. (Kroll, Dinklage,
Lee, Morley, & Wilson, 1970)

Personality. Personality plays an important role in the choosing of the right career. A student’s
personality must be self motivated type, as to investigate career possibilities from early on in
their lives, and not the procrastinating type that waits till they are compelled to decide. Students
must take seriously the role grades play in limiting opportunities in the future. Splaver went on to
say “It is important for you to have a good understanding of yourself, your personality, if you are
to make intelligent career plans”. (Splaver 2000, p. 12). perception of being suitable for
particular jobs also has been found to be influenced by a number of factors including ethnic
background, year in school, level of achievement, choice of science subjects, attitudes and
differences in job characteristics (McQuaid and Bond, 2003). Most of the students lack adequate
information regarding various careers hence the choices that they make are embedded in their
perception of the ideal job and the subjects they study in secondary school (Taylor et al, 2004)

16
Family. Parents often have an influence on the career paths their offspring pursue. A parent may
urge a child into a vocation similar to their own, or to one that has demonstrated high earning
power. You may find yourself attracted to a particular line of work because of your parents’
professional history, which likely has given you a first-hand perspective on that type of work.
Many children grow up idealizing the professions of their parents. If you always looked up to
your mother and admired her teaching skills, that may influence you to pursue a career in
education. Parents may also intentionally or unintentionally push a child toward a particular
career path, especially in the cases of family-owned businesses, where parents expect their
children to take over the company. Still other parents apply pressure on their offspring to strive
for particular high-profile careers, feeling they are encouraging their children to reach high
(McQuerrey, 2006).

Peer/Classmate. Pummel (Pummel, 2008)report that the external influences that help to shape
an individual’s career choice are also influenced by significant others through social support
from peers. People around contribute a lot in one’s decision-making .Friends may influence an
individual choice of career. Individual interest may be affected by peers for the reason that one
wants to be with them in fulfilling dreams or a certain career. Classmates also play an important
role in the formation of student’s achievement, related beliefs and values, even if these
classmates do not always correspond with the peer group of leisure-time friends (Frenzel, Goets,
Pekrun & Watt , 2010). In a cross-sectional study relating aspects of classroom climate to student
enjoyment, Frenzel ,Pekrun and Goetz (2007) reported that class aggregated student perceptions
of classroom values were significantly and positively related to students’ enjoyment .
Developments of student’s interest were really affected by their peers and classmates.

Sonsona (Sonsona, 2012)further cited the need approach of Roe (Roe, 2003) which gives
emphasis on the role of early childhood experiences in finding satisfaction in one’s choosen
field. Thereupon, structure of individual would be greatly influenced by early childhood
frustration and satisfaction. Personalities and backgrounds determines an individuals choice of
specialization. To Holland (2000) as cited in Sonsona (2012), specialization choice is an
expression or an extension of personality into the world of work followed by subsequent
identification with specific occupational stereotype. This approach can also have in explaining
why certain students choose their strand as their specialization.

17
Bibliography
Betz, N. K. (1996). Evalutation of a short form of the Career Decision-Making Self-Efficacy
Scale. Journal of Career Assessment, 47-57.
Conway, J. (2009). Teaching of Psychology.
Cook, T. (1996). Child Development. In The Development of Occupational Aspirations and
Expectaions among Inner City (pp. 3368-3385).
Decisions, M. 2. (2017, January 27). work.chron.com. Retrieved from
http://work.chron.com/influences-career-path-decisions-12307.html
DepEd Secrretary, L. M. (2017, June 05). Guidelines for Work Immersion. Department Order 30
series of 2017, Department Order Section.
DepEd, L. M. (2017). Department Order No. 30 series of 2017. Guidelines for Work Immersion.
Deuster, J. (2009). A perspective on manager and student internship experiences (Unpublished
master's thesis).
DOLE, R. D.-B. (2016, June 30). Protection for Senior High School Students on K to 12 Work
Immeersion Program. Labor Advisory No. 8 Series of 2016.
K12 Philippines. (2015, October 27). Retrieved from k12philippines.com:
www.k12philippines.com
Knapp, T. (2010). Journal of Community Practice.
Kroll, D. L. (2017, January 27). Career Choice Factors of High School Students. Retrieved from
https://pdfs.semanticsholar.org
McQuaid and Bond, 2. (2017, Janaury 27). Factors Influencing Students. Retrieved from Career
Choices among Secondary School Students: https://pdfs.semantischolar.org
Official Gazette. (2012). Retrieved from Official Gazette.gov.ph: www.officialgazette.gov.ph/k-
12/
Pummel, T. H. (2008). Influential Factors in Career Orientation and career aspiration. Journal of
Counselling Psychology, 160-172.
Roe, K. (2003). A comparison of genetic diversity between sympatric populations . 52-60.
Santariano, W. &. (1979). Undergraduate Internships : Problems and Prospects. In Teaching
Sociology (pp. 355-372).
Santariano, W., & Rogers, S. (1979). Undergraduate Internships: Problems and Prospects.
Teaching Sociology, 355-372.
SEAMEO INNOTECH. (2013, April). Retrieved from SEAMEO INNOTECH: www.seameo-
innotech.org
Sonsona, M. (2012). Is the reflective practitioner model an impractical theory.
Star, P. (2017). Work Immersion Guidelines SHS Out.
System, H. I.-1. (2016, December 17). soapboxie.com. Retrieved from
https://soapboxie.com/social-issues/The-Implementation-o-the-K-12-Program-in-the-
Philippine-Basic-Education-Curriculum
Taylor, S. 2. (2017, January 27). The Factors Determining the Choice of Career Among Among
Secondary School Students. Retrieved from www.theijes.com/papers/v2-
i6/Part.2/EO262033044.pdf

18
Research Design, Collecting of Data and Sampling Method

19
20