Impacts of Work Immersion Subject on Knowledge and Skills Development of Grade 12 General Academic Strand Students of Bestlink College of the Philippines

Abstract

In Bestlink College of the Philippines, Grade 12 General Academic Strand students need to take the Work Immersion subject and must undergo “on-the-job training” as a requirement of the subject. However, but some students wonder what are the impacts of Work Immersion on their knowledge and skills that they can use in their future life. Thus, we researched to determine the impacts of Work Immersion on the knowledge and skills development of students to help them know the importance of this subject. Quantitative descriptive research was used as the research design for the study. We utilized purposive sampling to gather respondents who are Grade 12 General Academic Strand students. For variable 1, with the weighted mean of 3.9 for Grade 12 students and 4.4 for Work Immersion teachers, both groups strongly agreed that knowledge can be obtained through Work Immersion. For variable 2, with the weighted mean of 4.0 for Grade 12 students and 4.4 for Work Immersion teachers, both groups strongly agreed that skills can be enhanced through Work Immersion. For variable 3, with the weighted mean of 4.2 for Grade 12 students and 4.4 for Work Immersion teachers, both groups strongly agreed that the attitude of students can become more respectful. The overall weighted means for the three variables were 4.0 for students and 4.4 for Work Immersion teachers, both of which strongly agreed. Based on the findings of the study and the conclusions that were drawn, the following recommendations were forwarded: a common understanding relation among education stakeholders should be built; the achievement of the students should be improved through increased focus on the development of working educators connected to a work/job; students should participate in an organized learning activity that meets identified community needs; students should demonstrate the knowledge, attitude, and positive habits that are needed to be healthy individuals; students should be responsible for their own physical and emotional well-being; students should be responsible for the completion of transition activities that are relevant to and support their career, life, and learning goals; students should interpret, evaluate, and express data in everyday language; fewer notes; more creative approaches; use hands to learn; and do not interact with the subject.