Republic of the Philippines

Department of Education
Region VIII
Ormoc City Division
IPIL NATIONAL HIGH SCHOOL
Ipil, Ormoc City

PERFORMANCE OF GRADE 12 LEARNERS IN THEIR WORK IMMERSION

FOR THE ACADEMIC YEAR 2017 - 2018

ACTION RESEARCH

Submitted by:

CIEDELLE HONEY LOU S. DIMALIG

Teacher II

Noted by:

ANNABELLE A. PALACIO
School Head
 THE PROBLEM

One of the most prevalent issues in engaging the Work Immersion as the

newly implemented program in Senior High School Curriculum is their Work Place

Performance in general and specific job assignment gauged in terms of knowledge,

dependability, verbal and written communication skills, conduct, initiative and self -

motivation , analytical skills, technical skills, ethical behavior, attendance and

punctuality.

As a work immersion teacher, there were feed backs from the industries or

immersion partners specifically from the immersion supervisors on the readiness of

the Grade 12 learners which will be reflected on their performance. The learners will

be evaluated according to their General Work performance and Specific Job Assignment

Performance. The grade 12 learners are from the Humanities and Social Sciences Strand

and General Academic Strand with the specialization in Social Sciences.

REVIEW OF RELATED LITERATURE

 Preparing high school students for the coming years has become more challenging

in this fast changing world where most traditional paths have been redefined by modern

ways and views. To keep up with these rapid changes, students should all the more be

exposed to the real world and be prepared for the real work towards survival. A good way

to do this is to expose them to work immersion programs that can serve as a stepping

stone towards a happy and successful life(Kinsey, 2011).

According to the Education Secretary Leonor Briones, “Work immersion is a

key feature in the senior high school curriculum. It can be conducted in different ways

depending on the purposes and needs of the learners,” The guidelines said work

immersion – which can range from 80 to 320 hours – will enable students to become

familiar with the workplace, experience workplace simulation and apply their

competencies in areas of specialization. Work immersion will help develop among

learners’ life and career skills, and will prepare them to make decisions on postsecondary

education or employment (https://www.philstar.com). There are strategies / interventions

used before to solve this issues of the learners in terms of their readiness to achieve

a satisfactory work place and Job assignment performance, the following are :

1. Immersion teachers must first clearly understand what content must be

taught for the grade level . They need to be familiar with "comprehensible

input (Jackson, 2013).

2. Gabrielle Berube ( 2015) stated that the ability to use visuals, gestures,

body language, expressions, modeling, and movement to complement

 verbal cues assist the learners to learn a meaningful contexts, teachers

must use every instructional strategy available to them, including the use

of actual objects (realia), pictures, videos, and gestures to express

meaning. This will allow students to develop comprehension without direct

explanation.

3. The ability to ask open-ended questions. Effective teachers, no matter the

subject or setting, steer clear of questions that elicit only "yes or no"

answers. Instead, they challenge students' thinking, nudging their higher-

order cognitive skills and giving ample time to articulate each response. In

immersion classrooms, it is especially important that teachers encourage

students to give longer and more varied replies. For instance, they can ask

students to expand upon or support their answers with examples or

evidence. Following up in this way helps students practice a wide range of

expressions and to keep incorporating fresh words and patterns into their

productive repertoire (Jackson, 2013).

4. Livacarri(2013) added that the ability to regularly assess students'

comprehension and skills development. Teachers need to monitor

students' understanding through questioning techniques and formative

assessments. They should also be consistently pushing students to use

new words and expressions, more complex language structures, and more

culturally appropriate language in their interactions and responses.

Teachers should encourage students to use more specific vocabulary, as

opposed to generic expressions, as they continue to develop their skills.

5. Promoting a dynamic learning environment will stimulate the students with

varied interactions and ability to think strategically. Teachers can mix the

following types of interactions: teacher-students, student-student, whole

group, and small groups. In small-group and project-based settings,

teachers need to carefully evaluate the makeup of the various groups.

Each student should work with various people in the class, but there

should also be opportunities for long-term and ongoing student

interactions (Eslopor, 2017).

DEVELOP A STRATEGY / INTERVENTION

 Based on the related studies that suggests in resolving the issues about the

learners performance when exposed to their actual work immersion experience. As

an immersion teacher, I will solve the problem/ issue by implementing strategies which

will be integrated in their pre- immersion, actual immersion and post immersion

competencies. The importance of the communication skills and ethical behaviors

should be emphasized through skills training like a Job Interview. A simulation on proper

attire and rapport when interacting with superiors or clients in the field. The relevance

of the technical skills training like writing a business letter and organizing a program for

the clientele in the community. Part of the training also is to exercise their analytical

skills such as their initiative when in a work place through a situational analysis and

role play during a class room activity.

The data that I will record include the work immersion evaluation sheets

from the immersion partners , data from the learners ( journals and portfolio) and

the IOD ( interview the immersion partners and learners, observation during the actual

immersion and discussion during the immersion post conference).

FINDINGS
 Based on the data obtained through the evaluation sheets, journals, portfolio

and IOD (interview, observation and discussion), 10 out of 242 learners graded with

superior performance, 220 learners with an above average performance and 12

learners with acceptable performance. Most of the immersion partners when

interviewed stated that the learners took less initiative when given a task, only few

have an excellent skills in verbal communication skills like utilizing the English

Language but majority is sufficient in performing their tasks.

The findings show that I have to conduct a strategy to enhance the verbal

communication skills of the learners and develop the skills in taking initiative during

the pre- immersion plan.

DECISION
 I will continue to utilize the strategies in preparing the learners to their actual

immersion experience. There was insufficient time to focus on the training skills of the

learners, especially the General Academic Strand learners due to a tight schedule.

The subjects which are pre – requisites of their Work Immersion were hurriedly

discussed and merged in order to accommodate the planned target schedule of the work

immersion.

The strategies utilized are simulation exercises, video analysis, writing business

letter, job interview, public speaking and organizing a program intended for a specific

clientele in the community.