Group No. 1: Leader

PERCEPTION OF GRADE 12 TVL TRACK TOWARDS EXPERIENCES GAIN IN WORK
IMMERSION
Commented [CMUSL1]: Please do not stretch the Logo of the
school. Look for another one.
Perception of Grade 12 TVL Track towards Experiences Gain in Work Immersion
Group No. 1
SHS12 -- TO22a
JULIAN, Reynaldo T.
Leader
CELSO, Angelyn B.
GORPIDO, Rhealyn N.
JASON, Sarah lyn
OLAGUERA, Sunshine
SALAZAR, Gian Carlo O.
TOLIDANES, Katherine
TUAZON, Donita Rose
VISTAL, Lara Estella
Members
STI College Meycauayan
2018-2019
IMMERSION
CERTIFICATION
This research entitled “Perception of Grade 12 TVL Track Towards experiences gain
in work immersion” prepared and submitted by Reynaldo T. Julian III, Sunshine Olaguera,
Angelyn Celso, Sarah Lyn Jason, Rhealyn Gorpido, Gian Carlo Salazar, Katherine
Tolidanes, Donita Rose Tuazon, Lara Estella Vistal in partial fulfillment of the requirements of
Tourism Operations Strand has been examined and recommended for acceptance and approval of
Oral Examination.
MS. CZARINA MAE U. SAN LUIS
Instructor
APPROVAL SHEET
Approved by the panel for Oral Examination on March 06, 2019 for Tourism
Operations Strand with the grade of ___________.
Panel
Accepted as partial fulfillment of the requirements for Tourism Operations Strand.
MS.JANICE A. CAPULE
SHS Principal
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STI College
3F Sunrise Bldg. Mc-Arthur Highway, City of Meycauayan, Bulacan,
Meycauayan, Bulacan
Certificate Regarding Originality of Research Work

Our signatures below constitute our pledge that all of the writing is our own work, with the
exception of those portions which are properly documented.
We understand and accept the following definitions of plagiarism:

1. Plagiarism includes the literal repetition without acknowledgment of the writings of another
author. All significant phrases, clauses, or passages in this paper which have been taken
directly from source material have been enclosed in quotation marks and acknowledged
inthe text itself as well as in the referencelist.
2. Plagiarism includes borrowing another’s ideas and representing them as our own. To
paraphrasethethoughtsofanotherwriterwithoutacknowledgmentistoplagiarize.Plagiarism
also includes inadequate paraphrasing. Paraphrased passages or those put into our own
words have been properly acknowledged in the text and in the referencelist.
3. Plagiarism includes using another person or organization to prepare this paper and then
submitting it as our ownwork.
We understand what plagiarism is, and we further understand that if plagiarism is found in our
paper, our Research Adviser will follow the procedures on academic dishonesty set forth by
STI College Meycauayan.
(Taken from Writing at Carson-Newman College, 4th ed.)
Signed
Reynaldo T. Julian III Gian Carlo Salazar
1. 6.______________________________
2. Sunshine Olaguera Katherine Tolidanes

7.______________________________
3. Angelyn Celso Donita Rose Tuazon

8.______________________________
4. Sarah Lyn Jason Lara Estella Vistal

9.______________________________
5. Rhealyn Gorpido
RESEARCH ADVISER’S SIGNATURE:

DATE RECEIVED:
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STI College
3F Sunrise Bldg. Mc-Arthur Highway, City of Meycauayan, Bulacan,
Meycauayan, Bulacan
GRAMMARIAN’S CERTIFICATE
This is to certify that the undersigned has reviewed and went through all the pages of the
research study entitled “Perception of Grade 12 TVL Track Towards experiences gain in
work immersion”, aligned with the set of structural rules that govern the composition of
sentences, phrases, and words in the English language.
Signed this 15th day of March 2019 at STI College Meycauayan.
Ms. Czarina Mae U. San Luis
Grammarian
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Dedication
This study is wholeheartedly dedicated to our beloved parents, who helped and supported
us financially to complete this research.
To our relatives and classmate for always supporting us and shared their words of
encouragements to finish this research. Upon the completion of this research, we dedicate this to
our Practical Research Professor who continually provides enough patience to complete this
research.
Also we dedicate this research to ourselves for shed enough time and power to finish this
research.
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Acknowledgement
The researchers sincerely acknowledge with deep gratitude and appreciation to our
Practical Research professor, Ms. Czarina San Luis for giving us knowledge and guidance to
execute this research.
I would like to extend my sincere gratitude to our respondents who give their knowledge and
experience that helps this research. To our family and friends in the school for the moral support
that they gave us to finish this research. Also I would like to thank Mr. Rodel Santos, for always
guiding us about the references of this research.
And lastly, we dedicated this research to the Almighty God for giving us power of mind and
strength to finish this research. All of these, we offer to you.

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
Background of the study
Senior High School (SHS) students are now given the chance to enhance their skills in
their respective academic track through the K to 12 Work Immersion program as a means to
develop competencies and work ethics in preparation for the real world and its challenges
(Dagatan, 2017). Immersion can help a lot of skills and knowledge to students by experiencing
on hand job, it will also help the students to face their challenges. Work Immersion consist of 80
hours of on-hand experience for students to help them to learn something about their certain
industry.
Work Immersion is the new progrm of DepEd for Senior High School Students to boost
their skills and to be more ready in the future. The Work Immersion program of K to 12 will help
the grade 12 students to exposed in different skills and knowledge that they will serve as a good
experience in their life. In addition, Work Immersion is a way to all the students to showcase
their different talents. Having Work Immersion is a big factor to a students to learn something
that they didn’t yet experience, because in a work immersion students are practicing how to deal
with pressure, face many tasks, and resolve a certain problems in an industry.
The objective of our study is to know the perception of Grade 12 TVL Track about their
Experiences gain in Work Immersion. This topic would be able to help the students to be more
aware in their possible problems while having a Work Immersion and how they would they solve
these problems. This may also know the different opinions and experience of Grade 12 TVL
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Track about their experiences in Work Immersion. We also aim: about the perceive ideas and
insights of Grade 12 TVL Track in STI College Meycauayan 2018-2019.
C. Aims/Objectives/Purpose
This study aims to know the perception of TVL Track towards experiences gain in work
immersion. The objective of this study is to know the skills and knowledge gained of TVL Track
in their Work Immersion.
Statement of the Problem
The study focus on the Perception of Grade 12 TVL Track towards Experiences Gain in
Work Immersion.
Specifically, it aims to answer the following questions:
1. How do TVL Students describe their experiences about work immersion in terms of:
A. Skills related;
B. Knowledge related?
2. What are the perceive ideas of TVL Students about work immersion?
3. What are the experiences of TVL Students about work immersion?
Assumption
The perception of Grade 12 TVL Track student is they have the vast knowledge, wide-
ranging thoughts, and broad-mindedness about work immersion. We expected that their
knowledge and experiences about work immersion has had a great impact on their lives.
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Significance of the Study
This study was conducted to the perception of TVL Track towards experiences gain in
work immersion. It is hoped that findings of this research would help to the following:
Students: The results of the study would provide the students with valuable information that
could be used as basis for improving their skills and knowledge.
Teachers: The result of this study will help the teachers to provide and informed to think and
discuss about the ideas that will give them guidance to their students.
Researchers: The results will have more ideas and understanding about the benefits of their
studies to create and discover new things that will improve their study.
Future Researchers: The information that will gather on this study will help them and also this
can serve as a reference material and guideline who are conducting the same study.
Scope and Limitation of the Study
This study will be able to know the Perception of TVL Track towards experiences gain in
work immersion. The researcher intended to know the Perception of TVL Track towards
experiences gain in work immersion in the following factors: Skills Related and Knowledge
Related. The respondents were asked to answers different questions to know their experiences in
work immersion.
Definition of Terms
TVL- Technical Vocational Livelihood
Work Immersion- is the new progrm of DepEd for Senior High School Students to boost their
skills and to be more ready in the future.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies after the through in depth search
done by the researchers. This will also present the synthesis of the study, conceptual framework
and research paradigm to fully understand the research to be done and lastly the definition of
terms for better comprehension of the study.
Foreign Literature
There is a need for a better conceptual understanding of consumer immersion in order to
contribute to the knowledge of how the tourism industry can create and construct extraordinary
experience (Hansen, 2014). As a student we need a conceptual understanding in our immersion
for us to have knowledge that we can use in tourism industry. We can also gain extra-ordinary
experience that we can apply in the future.
Immersion applies not only to both public and private senior high schools, but also to
technical vocational institutions offering the different academic strands (Zane, 2017). Work
Immersion is for all students of grade 12 the main goal of this program is to train them about
their particular industry. This is also found in technological vocational institutions that offered a
different academic strands.
As indicated by (Chona B. Hernandez Felisande Lei Patricia Bell, 2014) , In an airline
internship, you acquire knowledge and skills that would give you something besides your
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education to transfer to a full-time job. Through work immersion students can get more
knowledge and skill that will help them about airline information. Grade 12 would have already
acquired almost all the competencies and skills that would prepare them for the future.
According to (Liu, 2011), emphasised that when arraging internship, institutions should
communicate with hospitality businesses to provide intern students with formal or informal
mentors to counsel internship students that will help them quickly familiarize with the working
condition. Their experiences during work immersion will debvelop many skills and values that
would help them as they transition from high school to real life.
As stated by (Mishra, 2010), Internship or on-the-job training component should be
strenghtened with enhanced cooperation between the training provider and employer; and
requires proper division of roles suited to individual cirmustances. Work Immersion provides
them with an avenue to test themselves and apply what they have learned in a non-school
scenario.
Local Literature
Through Work Immersion, the students are exposed to and are familiarized with the work
environment related to their field of specialization (DepEd, 2015). The students can have the
opportunity to create a differents experience by experising tasks in work immmersion. It will be
a basis for them to learn something new and discover things that they will use for their fields.
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Work Immersion is a key feature in the Senior High School curriculum (SHS) and refers
to the part of that consists of 80 hours work experience or simulation (Lozada, 2017). Work
Immersion is for the Senior High School student consisting 80 hours work experience. This will
also a good experience for students to be more aware about the certain information in an agency.
As mentioned by (Laguna, 2017), the need for the academe and industry to have a sit-
down to understand the standards required by the industry and also for teachers to immerse
themselves in the students given workplace to have a better understanding on the working
conditions and environment. For us to be more ready in the work immersion, teachers should
know more about where is the proper place that a student should conduct work immersion who
can improve their skills.
This work immersion provides learners with opportunities to learn about the workplace,
as well as the authentic work environment (Dagatan, 2017). Immersion maintains the students
together with contigency to know about the informations which student can learn more. It will
also a good experience to students to develop their self and be more competent in their certain
fields.
Senior High School (SHS) students are now given the chance to enhance their skills in
their respective academic track through the K to 12 Work Immersion program as a means to
develop competencies and work ethics in preparation for the real worls and its challenges
(Dagatan, 2017). Work Immersion programs help the students to enhance their skills in their
respective strand. It prepare the student fpr the real works and challenges.
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The importance of work immersion must be seen as vital point of giving students a venue
to improve theselves through experiencing real stuff firsthand. It helps the students to acquire
knowledge and experience that can help them grow as profesional individuals (Lozada, 2017).
Having a work immersion the students must experience the real task and challenges that will
serve them as a lesson.
Foreign Study
(Sharma, 2011), identified that 75 percent of the respondents admits on the job training is
beneficial and best method of identifying training needs through observation of employee work
and training helps in overall development and concluded that Human resource section of the
hotels should emphasize on the importance of training programs to its company success. On-the-
job training helps the trainee to develop and conclude training programs.
As studied by (Richard, 2012), conducted research and identified a number of challenges
militated against the effectiveness of the insternship programmes in his study; challenges include
some fulltime employees being reluctant to disclose important information to students. Internship
is a training program that not literally improve a students skills but also to have a great
experience.
As eloquently stated by (Atwardhan, 2013), examine the expectation and perception of
students toward their experience by identifying the factors responsible for the overall satisfaction
such as relevance of training, learning aspects, practical and skiils. Work Immersion litteraly
giving a hard task such as system and giving information to others by social media platforms.
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(Millar, 2008), conducted a study to discover any discrepancies in the competencies
being taught in the classroom and those required in the industry. Through work immersion the
students will help to know the different between things. It will help them to prepare to face
different challenges that they can encounter in the future.
(Vandana, 2012), reported in their study that the poor image, long lasting shifts and
widespread impression of the negative experiences of internship formed among the students
about the hospitality in India as whole. The internship discover the students to be more
knowlegable in hospitality industry.
Local Study
(Oliver, 2010), remarks that the short amount of time an internship lasts really never lets
the student become a fully functional employee because there is no so much work Jin their
company. A short period of time is not enough to gain knowledge as a trainee for students
because most of the time there is no more a lot of work in a company.
As studied by (Pillai, 2011), highlighted the issues the need to ensure that the tasks assigned
to trainees during their industrial training were related to their fields of study. Trainees who
doing their job or tasks must be related to their academic strands or course. So that the students
must know more about their future career and be more ready in the next experience.
(Jenett, 2008), argue that “immersion involves lack of awareness of time, a loss of awareness
of the real world, involvement and a sense of being in the task environment.” We are not aware
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in everything that we do because we are at the beginning who don’t have enough ideas about
how this world works.
The study of (Doku, 2013), suggest that when students were given the opportunity to
work in different departments, it enhances employability, competence, career path and
proffesional development. Work Immersion is a big way to enhance student’s skills because it
concludes different problems they they going to solve. Having a Work Immersion student’s
should be more competent so that students can easy to achieve a good path in their courses.
Synthesis of Review of Related Literatures and Studies
The review of local and foreign literature will help to the researchers to give and create more
ideas to form a theory or critical evaluation. All the literature that we gathered had similarities
with this study and we are able to give information for the benefits of the study. We as a
researchers believe that all the results of this study will affects the perception and satisfaction of
Grade12 TVL Strands toward experiences gain in work immersion of STI College Meycauayan
for S.Y 2018-2019. This study will help the management faculty, school, authorities and our
respondents to be able to come up to improve their abilities and skills in education.

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Conceptual Framework
According to Department of Education Order No. 30 s. 2017, one of the goals of the K to 12
Basic Education program is to develop in learners the competencies, work ethics and values
relevant to pursuing further education and or joining the world of work. In order that the nations
development target will be realized and to achieve greater congruence with the basic education,
work immersion is a required subject that has been incorporated in the curriculum. Grade 12
students are exposed to and become familiar with work related environment related to their field
of specialization to enhance their competencies.
FIGURE 1: Research Paradigm
INPUT PROCESS OUTPUT
Grade 12 TVL Track in Interview the Propose seminar for

STI College respondents Grade 12 TVL Track
Meycauayan Students and SHS
Analyze the data Teachers about work
immersion.
Interpret the data
As an input we considered all the Grade12 TVL Track students at STI College Meycauayan,
Bulacan. In the process, the researchers will interview all the chosen respondents of this study
and will collect, analyze and interpret the data that needed to answer this research. For the
output, propose seminar for TVL Track Students and SHS Teachers about work immersion.
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CHAPTER 3
RESEARCH METHODOLOGY
This chapter represents the research methodology, research method, locale of the study,
population of the study, sampling method, research instruments, data gathering procedures, and
data analysis.
Research Method
This study aims to determine the Perception of Grade 12 TVL Track about experiences
gain in work immersion, to achieve this goal; Qualitative research in an interview method was
used in this study.
In this Qualitative research, we used it to gain an understanding of underlying reason,
opinions and motivations. According to Hajima (2014) Interview is an interactional
communication process, which involves the asking of questions by the interviewer for the
specific purpose of obtaining research-relevant information and answering of questions by the
interviewee.
Locale of the study
This study was conducted at STI in the city of Meycauayan, Bulacan.
Sample of the study
The participants of this study are all Grade 12 TVL Track students. Ten student-
respondents are used as subjects involved in this study.

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Sampling Method
Simple random sampling technique was employed in this study. This was used for all the
Grade 12 TVL Track to have equal chance to be respondents for this study. Ten students were
randomly selected from the complete master lists.
Research Instruments
The instruments used to gather the data needed in this study is an interview protocol. This
interview protocol was used to know their opinions, experiences and knowledge about their
experiences gain in work immersion. Other tools were also used such as cameras, video recorder
and voice recorder to document and gather other evidences during the interview.
Data Gathering Procedures
Prior in conducting this study, the researcher made an interview protocol. Next, we get
the complete master list of all Grade 12 TVL Track by the help of their class president. From the
master list of the students, we seek each one of them to know their free time and availability for
the interview. Lastly, we conducted the interview and collected all the data needed for this study.
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Data Analysis
Once all of the interviews were conducted, data were analyzed using a process defined by
Creswell (2007):
1. Transcribing interviews from audio to the text format.
2. Reading through the data in order to get a general sense of the overall meaning of the data.
3. Generating Codes and Themes to organize the material into chunks to help make meaning
from the information gathered.
4. Interpreting the general meaning of their answers.
Interview data were transcribed from audio to text format. We listened with the voice
recorded to understand clearly their thoughts. The researchers will transcribe 10 of the 10
interviews. Once transcriptions were complete, files were saved into a Microsoft Word document
and formatted for consistency.

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CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter deals with presentation, analysis and interpretation of data gathered from the
interview protocol about their perception in Work immersion of Grade 12 TVL Track.
To determine their perceptions toward experiences, gain in work immersion of TVL
students of STI College Meycauayan, interview was transcribed from audio to text format.
This study is all about the perception of Grade 12 students under the TVL Track towards
experiences gain in work immersion. How they describe their experiences towards work
immersion, in terms of Knowledge related and Skills related. What are the perceive ideas of
Grade 12 TVL Track about work immersion.
A. Skills related;
TVL Track students shared their experiences towards work immersion. One of them told
us that work immersion is like OJT in college, where you can practice your skills and
knowledge, and experience your chosen career. Some of them also said that work immersion is a
good help to improve their skills and knowledge. Based on Senior High School (SHS) students
are now given the chance to enhance their skills in their respective academic track through the K
to 12 Work Immersion program as a means to develop competencies and work ethics in

IMMERSION
preparation for the real worls and its challenges (Dagatan, 2017). Commented [CMUSL2]: (Please arrange the gathered data
based on your SOP and not on your questions.)
Therefore, we conclude that they define work immersion as a good practice to enhance
their respective skills and knowledge.
The perceive ideas of Grade 12 TVL Track students now that they experience work
immersion they describe it as a practicing your skills and gaining knowledge personally it helps
them to develop their skills and learned a lot of things related to their program. According to
(Lozada, 2017), The importance of work immersion must be seen as vital point of giving
students a venue to improve theselves through experiencing real stuff firsthand. It helps the
students to acquire knowledge and experience that can help them grow as profesional
individuals.
Therefore, we conclude that having work immersion the students must experience real
task and challenges that will serve them as a lesson. It will also help them to learn to develop
their skills and knowldege.
Most of TVL Track student answers are, through work immersion they learned various
lesson towards their program that they are pursuing in high school. Like in Tourism Operations
they learned so many things about how to book flight and how to make an itinerary. While in the
ICT they said that through work immersion they develop their computer skills and various
programming and encoding. This work immersion provides learners with opportunities to learn
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about the workplace, as well as the authentic work environment (Dagatan, 2017).
Therefore, we conclude that Work Immersion maintains the students together with
contigency to know about the informations which student can learn more. Just like what (DepEd,
2015), Through Work Immersion, the students are exposed to and are familiarized with the work
environment related to their field of specialization.

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CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter comprises the Summary of Findings, Conclusion and Recommendation that
are based on the results and findings of the study.
Summary of Findings
In general, this study aims to determine the perception of grade 12 TVL Track towards
experiences gain in work immersion. The respondents were selected grade 12 Senior High
School students that were randomly selected through Simple Random Sampling. The Interview
protocol was utilized to know their perception towards work immersion.
The purpose of this study is to answer the Statement of the problem. It was found out
based on the response of the students. The study focus on the Perception of Grade 12 TVL Track
towards Experiences Gain in Work Immersion.
Specifically, it aims to answer the following questions:
A. Skills related;

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Summary of Findings
Based on the findings about experience of Grade 12 TVL track in their work immersion.
Grade 12 TVL Track describe work immersion as a good practice to boost their skills and
knowledge because of they are first time to experience the work immersion and not knowing
what would be the result and what strategies and learning they could get. At the firsthand they
feel so worried and nervous and thought that they are also like workers. However, they are still
ready and excited to experience it. But after they experienced their work immersion, something
change in their understanding about the program. Majority said that it’s too basic and accessible
to accomplish. There’s a lot of developments and improvements most of all they enhance their
skills regarding to their strand and preparing to fit in their abilities. Although the difficulties
affects in their journey. Were it is hardly to communicate to the other staff. Sometimes they are
so righteous and irritable. However, they understand on what the staff being shown their attitude
because of it is part of work immersion.
The common answer of the Grade 12 TVL Track towards their experiences gain in work
immersion is it is a good practice for them to improve their skills and knowledge. While the
common difficulties they encountered is time because most of the time they can’t attend to their
institution on time. Also some of them really difficult to communicate with their office mate and
customers.
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Conclusion
The results of this study showed that Grade 12 TVL Track Students in STI College
Meycauayan defined their experiences gain in work immersion as a training for their future job.
The experiences gained of Grade 12 TVL Track are mostly practices on how to present
and act professionally. Other students in Grade 12 TVL Track experience is more about
practicing their skills and basic training base on their course or track. The TVL track consists of
ICT, Tourism Operation, and Culinary Arts Students. They experienced how to communicate
with costumers, design websites and encode information on their respective host training
establishments. They also learned how to book flights and serve the orders of their clients. Some
of the difficulties of TVL Tracks students is to manage time because it distracts their academics.
For the assumption of the study the perception of TVL track towards experiences gain in
work immersion they gained a lot of knowledge and boosting their skills. Their experiences to
work immersion is very important and useful to them.

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Recommendation
Based on the result of our study that the respondents answer, findings and conclusion the
researcher come up with this recommendations.
For the Teacher, the findings of this study would brief teachers of the effective strategies
to mold their students into skilled and competent teaching and non-teaching professionals.
For the Students, the results of this study would provide students with useful and
reflective insights on the different factors that could influence them pursuing a career path. These
will help to motivate the students positively towards their study and academic achievement.
For the Researchers, they can help this study to understand and wide their ideas about
perception of grade 12 TVL Track towards experiences gain work immersion.
For the Future researcher, they can use this as a reference for their future studies that
would also make studies about the work immersion of TVL track.
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APPENDIX 1 (INTERVIEW PROTOCOL)

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INTERVIEW PROTOCOL
Date: Age:
Name: Strand:
Introduction
Thank you for the time to speak with us today, we are very interested in finding out your
perspective about work immersion. For our study we are focusing on the experiences of a Grade
12 TVL Track students in their work immersion. We selected you for an interview because we
know that you can help us to contribute a deeper understanding for this topic. We assuring you
that your answers are confidential. Do you have any questions to ask?
1. What is your idea before about work
immersion?
2. What is your idea now that you
experienced work immersion?
3. What did you learn about work
immersion?
4. What were the difficulties that you
experienced in work immersion?

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APPENDIX 2 (TRANSCRIPTS)
IMMERSION
Name: Airah Mariz E. Lamson
Strand: Tourism Operations
INTERVIEWER: Thank you for taking the time to speak with us today, we are very interested
in finding out your perspective about work immersion. For our study, we are focusing on the
experiences of a Grade 12 TVL Track Student in their work immersion. We selected you for an
interview because I know that you can help us to contribute a deeper understanding for this topic.
We assuring that your answer are confidential.
INTERVIEWER: What is your idea before about work immersion?
INTERVIEWEE: Before, my idea about work immersion is it is like OJT in college, where you
can practice your skills and knowledge, and experience your chosen career.
INTERVIEWER: What is your idea now that you experienced work immersion?
INTERVIEWEE: Now that I experienced work immersion, I can say that it is all about
practicing your skills and gaining knowledge personally it helps me to develop my skills and I
learned a lot of things related to Tourism Industry.
INTERVIEWER: What did you learn about work immersion?
INTERVIEWEE: I learned how to book a flight, how to make tour package and itinerary
properly and I learned to manage my time.
INTERVIEWER: What were the difficulties that you experienced in work immersion?
INTERVIEWEE: I haven’t experienced any difficulties in my work immersion.
Transcribed by:
Reynaldo T. Julian III

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Name: Patricia Anne D. Holgado
Strand: ICT-22A
INTERVIEWEE: Akala ko nung una mahirap kasi knowing na first time mae-experience tsaka
trabaho na yung gagawin. Kinabahan din ako kasi I know na madaming tao makakasalamuha
namin.
INTERVIEWEE: Hindi naman pala siya mahirap as I thought it would be. It was actually
helpful pa nga and I realized na work immersion is very important.
INTERVIEWEE: I learned that work immersion is very helpful because it enhanced some of
my skills.
INTERVIEWEE: Medyo nagkaroon ng difficulty when yung ibang staff doon medyo nagsungit
samin but nalagpasan naman yon dahil hindi na lang namin pinansin and continued to work.
Transcribed by:
Sarah lyn Jason

IMMERSION
Name: Jessalyn B. Arbolado
Strand: ICT -22A
INTERVIEWEE: Job training sa mga students specially college and graduating.
INTERVIEWEE: Na tama yung idea ko noon na ito nga ay Job Training sa mga students.
INTERVIEWEE: Kung ano yung mga attitude kapag ikaw ay nag wo-work na sa future.
INTERVIEWEE: Ang hirap makisama sa mga empleyado ng company dahil baguhan lang.
Transcribed by:
Katherine Tolidanes
IMMERSION
Name: Roland Luigi Roize L. Enem
Strand: ICT -22A
INTERVIEWEE: I have no idea [laughing].
INTERVIEWEE: It’s a Job training.
INTERVIEWEE: I have learned a lot.
INTERVIEWEE: It’s hard to communicate.
Transcribed by:
Angelyn B.Celso
IMMERSION
Name: Carla Tricia A. Osorio
INTERVIEWEE: Magtra-trabaho or work.
INTERVIEWEE: Hindi lang siya basta trabaho pero mayroong oras kang dapat punuin or
tapusin.
INTERVIEWEE: Bukod sa natutunan ko na experienced ko din kung paano mag tour guide sa
museum.
INTERVIEWEE: Nung nag tour kami pero di nakikinig samin yung tourist.
Transcribed by:
Rhealyn N. Gorpido
IMMERSION
Name: Mayumi S. Concepcion
INTERVIEWEE: My idea about work immersion is you’ll gain new knowledge and it will also
boost your skill that related in your strand today.
INTERVIEWEE: After I experienced work immersion, I learned about many things and it also
boost my skills and attitude.
INTERVIEWEE: After I experienced work immersion, I learned about many things like
booking, ticketing, and also the proper way of communicating to others.
INTERVIEWEE: I experience difficulties when I’m in my work Immersion is sometimes I
can’t attend on time on my establishment.
Transcribed by:
Lara Estella Vistal

IMMERSION
Name: Kurt Jhon B. Francisco
Strand: Culinary Arts
INTERVIEWEE: I think is difficult and challenging.
INTERVIEWEE: I catch a ideas how to managed and enhanced my skills.
INTERVIEWEE: I learned how to manage time and proper communicating in customers.
INTERVIEWEE: I don’t have encountered difficulties in my work immersion.
Transcribed by:
Sunshine Olaguera
IMMERSION
Name: Lance Kelly V. Aguila
Strand: ICT-22B
INTERVIEWEE: We used computer.
INTERVIEWEE: Apply to SPES or Vacation.
INTERVIEWEE: Socialize to other people.
INTERVIEWEE: Encode the plate number of jeepney.
Transcribed by:
Katherine Tolidanes
IMMERSION
Name: Zyrine Israel G. Ombajen
Strand: ICT-22A
INTERVIEWEE: Ano mahirap siya yung parang hindi mo agad siya magagawa ganon.
INTERVIEWEE: Ano medyo madali na basta susunod lang siya sa ano, sa mga instruction.
INTERVIEWEE: Ano natutunan ko yung lalo sa paggamit ng computers ganon na naka-
connect sa strand namin.
INTERVIEWEE: Wala naman masyado.
Transcribed by:
Donita Rose Tuazon

IMMERSION
Name: Jayson P. Gajunera
Strand: ICT-22B
INTERVIEWEE: My idea before work immersion is like OJT that serves as a practice to boost
your skills.
INTERVIEWEE: My idea now in work immersion is it is very helpful because it develops my
skills and knowledge.
INTERVIEWEE: I learned how to book flights through internet and ticketing and also how to
make itinerary.
INTERVIEWEE: The difficulties I experienced is the time, because most of the time I cannot
attend on time in my institution.
Transcribed by:
Gian Carlo O. Salazar

IMMERSION
APPENDIX 3 (DOCUMENTED PHOTOS)

IMMERSION
IMMERSION
IMMERSION
APPENDIX 4 (REFERENCES)
IMMERSION
Bibliography
Atwardhan, V. a. (2013). Satisfaction of trainees Internship Effectiveness and its determinanants

in the curriculum to assist students to gain valuable work.
Chona B. Hernandez Felisande Lei Patricia Bell, V. A. (2014). Effectiveness of Airline
Internship Program of Tourism Graduates: A Channel for Job Placement.
Chona B. Hernandez, F. L. (n.d.).
Dagatan, D. B. (2017). Senior High students to do work immersion.
DepEd. (2015). K-12 Immersion Program.
Doku, V. e. (2013). The study of Doku and Vida (2013) suggest that when students were given
the opportunity to work in different departments, it enhances employability, competence,
career path and proffesional development.
Hansen. (2014). Consumer immersion in nature based tourist experiences.
Jenett. (2008). The study of Doku and Vida (2013) suggest that when students were given the
opportunity to work in different departments, it enhances employability, competence,
career path and proffesional development.
Laguna, D. R. (2017). Senior High students to do work immersion.
Liu, M.-H. (2011). Satisfaction of trainees Internship Effectiveness and its determinanants in the
curriculum to assist students to gain valuable work.
Lozada, M. B. (2017). Work immersion in senior high school.
Millar, M. (2008). Satisfaction of trainees Internship Effectiveness and its determinanants in the
Mishra, R. a. (2010). Satisfaction of trainees Internship Effectiveness and its determinanants in
the curriculum to assist students to gain valuable work.
Oliver. (2010). Satisfaction of trainees Internship Effectiveness and its determinanants in the
Pillai, S. (2011). Satisfaction of trainees Internship Effectiveness and its determinanants in the
Richard, U. a. (2012). Satisfaction of trainees Internship Effectiveness and its determinanants in
Sharma, S. &. (2011). Satisfaction of trainees Internship Effectiveness and its determinanants in
Vandana, M. a. (2012). Satisfaction of trainees Internship Effectiveness and its determinanants in
IMMERSION
Zane, A. (2017). Senior High students to do work immersion .
IMMERSION
NAME: Reynaldo T. Julian III
AGE: 18 years old
GENDER: Male
BIRTHDAY: September 15, 2000
ADDRESS: 112 Jasmin St. Bancal Meycauayan Bulacan
MOTTO/SAYING: “Accept the situation and move on”
HOBBY: Playing Volleyball and Watching Television
EDUCATIONAL BACKGROUND:
ELEMENTARY: Meycauayan West Central School
(2007-2013)
JUNIOR HIGH SCHOOL: Bancal Integrated School
(2013-2017)
SENIOR HIGH SCHOOL: STI College of Meycauayan
(2017-2019)
IMMERSION
NAME: Rhealyn Gorpido
AGE: 17 years old
GENDER: Female
BIRTHDAY: July 17, 2001
ADDRESS: #056 Sitio Gulod Brgy. Camalig Meycauayan Bulacan
MOTTO/SAYING: “I can do all things through Christ who strengthen me“
HOBBY: Watching Movie
ELEMENTARY: Camalig Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: Mecauayan National High School
(2013-2017)
(2017-2019)
IMMERSION
NAME: Angelyn B. Celso
AGE: 17 years old
GENDER: Female
BIRTHDAY: July 18, 2001
ADDRESS: #67 Sitio Uno Bahay Pare Meycauayan Bulacan
MOTTO/SAYING: “Don’t stop when you’re Tired. Stop when you are Done”
HOBBY: Watching Television and K-Dramas, Eating and Sleeping
ELEMENTARY: Perez Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: St. Michael Academy of Sto nino
(2013-2017)
(2017-2019)
IMMERSION
NAME: Sunshine Olaguera
AGE: 17 years old
GENDER: Female
BIRTHDAY: December 12, 2001
ADDRESS: #1236 Cordero St. Lambakin Marilao Bulacan
MOTTO/SAYING: “Faith without work is dead “
HOBBY: Modeling
ELEMENTARY: San Gabriel Elementary School
(2011-2013)
JUNIOR HIGH SCHOOL: Seed Academy Foundation
(2013-2016)
(2017-2019)
IMMERSION
NAME: Sarah Lyn Jason
AGE: 18 years old
GENDER: Female
ADDRESS: 92 CP Faustino St. Punturin, Valenzuela City
MOTTO/SAYING: “The world will only make sense if you force it to”
HOBBY: Playing Volleyball and Ukelele
ELEMENTARY: Punturin Main Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: Vicente P. Trinidad National High School
(2013-2017)
(2017-2019)
IMMERSION
NAME: Katherine Tolidanes
AGE: 18 years old
GENDER: Female
BIRTHDAY: April 19, 2000
ADDRESS: Unit 21 Villa feliza Brgy. Caingin Meycauayan Bulacan
MOTTO/SAYING: “be strong enough to fight alone and wise enough to wait for your turn”
HOBBY: Eating and watching movies
ELEMENTARY: Lawa Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: Meycauayan National High School Annex
(2013-2017)
(2017-2019)
IMMERSION
NAME: Gian Carlo O. Salazar
AGE: 18 years old
GENDER: Male
BIRTHDAY: January 18, 2001
ADDRESS: Block 40 Lot 1 Northville 2, Brgy. Bignay Valenzuela City
MOTTO/SAYING: “Get chicks or Die tryin”
HOBBY: Playing Basketball and Watching Spongebob
ELEMENTARY: Divine Mercy Academy
(2007-2013)
JUNIOR HIGH SCHOOL: Our Lord’s Angels School
(2013-2017)
(2017-2019)
IMMERSION
NAME: Lara Estrella A. Vistal
AGE: 20 years old
GENDER: Female
ADDRESS: 73 Tanguile St. Villa Liwayway Maysan, Valenzuela City
MOTTO/SAYING: “Hope until the world get tired of your optimism”
HOBBY: Reading Wattpad
ELEMENTARY: Mataas na Kahoy Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: Mataaas na Kahoy National Highschool
(2013-2017)
(2017-2019)
IMMERSION
NAME: Donita Rose S. Tuazon
AGE: 20 years old
GENDER: Female
BIRTHDAY: August 25, 1998
ADDRESS: Brgy. 0010 Unit B Timog Caingin Meycauayan Bulacan
MOTTO/SAYING: “If you don’t take the risk, you will not create a better future”
HOBBY: Sleeping and Using Cellphone
ELEMENTARY: Kasiglahan Village Elementary School
(2007-2013)
JUNIOR HIGH SCHOOL: Kasiglahan Village National High School
(2013-2017)
(2017-2019)

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PERCEPTION OF GRADE 12 TVL TRACK TOWARDS EXPERIENCES GAIN IN WORK

Perception of Grade 12 TVL Track towards Experiences Gain in Work Immersion

JASON, Sarah lyn

SALAZAR, Gian Carlo O.

TUAZON, Donita Rose

VISTAL, Lara Estella

STI College Meycauayan

MS. CZARINA MAE U. SAN LUIS

Operations Strand with the grade of ___________.

MS. CZARINA MAE U. SAN LUIS

Accepted as partial fulfillment of the requirements for Tourism Operations Strand.

Certificate Regarding Originality of Research Work

We understand and accept the following definitions of plagiarism:

(Taken from Writing at Carson-Newman College, 4th ed.)

2. Sunshine Olaguera Katherine Tolidanes

3. Angelyn Celso Donita Rose Tuazon

4. Sarah Lyn Jason Lara Estella Vistal

RESEARCH ADVISER’S SIGNATURE:

sentences, phrases, and words in the English language.

Signed this 15th day of March 2019 at STI College Meycauayan.

Ms. Czarina Mae U. San Luis

us financially to complete this research.

execute this research.

guiding us about the references of this research.

strength to finish this research. All of these, we offer to you.

THE PROBLEM AND ITS BACKGROUND

Background of the study

insights of Grade 12 TVL Track in STI College Meycauayan 2018-2019.

in their Work Immersion.

Statement of the Problem

Specifically, it aims to answer the following questions:

3. What are the experiences of TVL Students about work immersion?

could be used as basis for improving their skills and knowledge.

Scope and Limitation of the Study

TVL- Technical Vocational Livelihood

skills and to be more ready in the future.

REVIEW OF RELATED LITERATURE

terms for better comprehension of the study.

There is a need for a better conceptual understanding of consumer immersion in order to

experience (Hansen, 2014). As a student we need a conceptual understanding in our immersion

experience that we can apply in the future.

different academic strands.

As indicated by (Chona B. Hernandez Felisande Lei Patricia Bell, 2014) , In an airline

As stated by (Mishra, 2010), Internship or on-the-job training component should be

opportunity to create a differents experience by experising tasks in work immmersion. It will be

can improve their skills.

serve them as a lesson.

As studied by (Richard, 2012), conducted research and identified a number of challenges

As eloquently stated by (Atwardhan, 2013), examine the expectation and perception of

different challenges that they can encounter in the future.

knowlegable in hospitality industry.

because most of the time there is no more a lot of work in a company.

how this world works.

work in different departments, it enhances employability, competence, career path and

Synthesis of Review of Related Literatures and Studies

respondents to be able to come up to improve their abilities and skills in education.

of specialization to enhance their competencies.

FIGURE 1: Research Paradigm

INPUT PROCESS OUTPUT

Grade 12 TVL Track in Interview the Propose seminar for

used in this study.

In this Qualitative research, we used it to gain an understanding of underlying reason,

opinions and motivations. According to Hajima (2014) Interview is an interactional