Assessment of Work Immersion Program at Bolbok Integrated National High School

Abstract

INTRODUCTION

Since the dawn of the K-12 curriculum, new programs and activities have been implemented, especially in the Senior High School level. One of which is the work immersion program. As a two -year old program, schools had experienced trial and error in its implementation. Grounding on these circumstances, the necessity for program assessment is vital to achieving students' learning needs and improving the existing program.

METHODS

Diverse methods were used. 85 grade 12 students participated in a SWOT analysis that sought to identify the positive and negative impacts of the work immersion program. A focus group discussion identified the points of improvement and appreciation of the achievements. A self-evaluation tool for fully assessing the program was formulated at the final stage. Validation was done through pre-testing. Afterward, it was used to generate responses needed to quantify and interpret data for the program assessment.

RESULTS

Majority of responses from all three methods identified that 1) partner institutions provide aligned experiences in their chosen field of college study, 2) positive proximity of work immersion venue from home is needed, 3) minimal threats of the program were identified, and 4) common weakness is the period of work immersion allotted. Points for improvement based on the results were 1) congested immersion area due to the immersion andOJT students accommodated per venue, 2) length of work immersion hours per track, 3) constraints on academic class requirements against work immersion schedule.

DISCUSSIONS

The results demonstrated a positive assessment in all aspects as identified from the methods employed. The existing work immersion program is highly recommendable with minimal improvements. Just as the assessment in student learning goes, the program resulted in a positive avenue for real-life learning to happen.