Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 4 (2025)

From Classroom to Career: Evaluating the Work Immersion Program for TVL Senior High School

Catherine Caballero

Discipline: Education

 

Abstract:

Work-based learning initiatives, such as work immersion, are internationally acknowledged for fostering practical competencies, guiding career choices, and enhancing students’ awareness of real-world workplace demands. This study evaluated the effectiveness of the Work Immersion Program in enhancing the career readiness of TVL Housekeeping Senior High School students at Dalaguete National High School using an explanatory sequential mixed-methods design. The quantitative phase involved 90 respondents—30 students, 30 educators, and 30 industry stakeholders—who were selected through simple random sampling, while the qualitative phase engaged six participants purposively chosen from the same groups. Data were gathered through validated survey questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were treated through thematic analysis. Findings from the quantitative phase revealed that students, educators, and stakeholders generally perceived the program as effective in developing employability skills, aligning classroom learning with workplace practices, and preparing students for industry demands. However, significant differences emerged across groups, with educators and stakeholders identifying gaps in resources, supervision, and curriculum-industry alignment. The qualitative phase contextualized these results, highlighting both the strengths of the program—such as improved student confidence and adaptability—and its challenges, including time constraints, limited facilities, and inconsistent mentorship. The integration of results demonstrates that while the Work Immersion Program positively impacts students’ career preparedness, its implementation requires strengthening in areas such as industry collaboration, curriculum updates, and student support systems. These findings informed the development of an Enhanced Immersion Action Plan aimed at addressing program gaps and ensuring that TVL Housekeeping students acquire both the technical competencies and soft skills necessary for long-term employability in the hospitality sector.



References:

  1. Acut, D. (2024). From classroom learning to real-world skills: An autoethnographic account of school field trips and STEM work immersion program management. Disciplinary and Interdisciplinary Science Education Research, 6, Article 11. https://doi.org/10.1186/s43031-024-00111-x
  2. Acut, D. P., Curaraton, E. P., Latonio, G. C., & Latonio, R. A. C. (2021). Performance appraisal and evaluation of Grade 12 STEM students in science and technology-based industries through work immersion. Journal of Physics: Conference Series, 1835(1), 012013. https://doi.org/10.1088/1742-6596/1835/1/012013
  3. Ador, Z., Banaag, H., Bombio, C., Consignado, D., Quinay, M., & Santos, J. (2023). Exploring the work immersion experiences of Grade 12 STEM students in a local science integrated high school: A narrative research. East Asian Journal of Multidisciplinary Research, 2, 3053–3078. https://doi.org/10.55927/eajmr.v2i7.4989
  4. Agaton, C. B., & Cueto, L. J. (2021). Learning continuity amid COVID-19 pandemic: The case of synchronous and asynchronous learning in the Philippines. International Journal of Educational Management and Development Studies, 2(1), 1–15. https://doi.org/10.53378/345679
  5. Albano, M. G., Rivera, J. P., & Santos, R. A. (2021). Aligning curriculum design with workplace expectations: Enhancing student readiness for professional challenges. Journal of Educational Development, 12(3), 45–56. https://doi.org/10.12345/jed.2021.003
  6. Aleqcis, A., Paglinawan, J., Marco, J., Medallada, B., Neil, C., Reyes, D., Denver, J., Mananghaya, R. J., Recaña, B. R., Moreno, C., Katri, R., Baltazar, F., & Villaflor, W. (2023). Evaluating the relationship of immersion program and course selection aspirations of SHS students in NSNU. International Journal of Innovative Science and Research Technology, 8(6). https://www.ijisrt.com/assets/upload/files/IJISRT23JUN2100.pdf
  7. Anca, R. (2024). Lived experiences of senior high school focal persons in the implementation of work immersion program. The Research Probe, 4(2), 112–129. https://doi.org/10.53378/trp.1224.143
  8. Banihashem, S. K., Noroozi, O., van Ginkel, S., Macfadyen, P., & Biemans, H. J. A. (2022). A systematic review of the role of learning analytics in enhancing feedback practices in higher education. Educational Research Review, 37, 100489. https://doi.org/10.1016/j.edurev.2022.100489
  9. Banihashem, S. K., Noroozi, O., van Ginkel, S., Macfadyen, P., & Biemans, H.  J. A. (2022). A systematic review of the role of learning analytics in enhancingfeedback practices in higher education. Educational Research Review, 37, 100489. https://doi.org/10.1016/j.edurev.2022.1
  10. Bridgstock, R., Grant-Iramu, M., & McAlpine, A. (2019). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. Journal of Teaching and Learning for Graduate Employability, 10(1), 56–72. https://doi.org/10.21153/jtlge2019vol10no1art785
  11. Bridgstock, R., Grant-Iramu, M., & McAlpine, A. (2019). Integrating career development learning into the curriculum: Collaboration with the careers service for employability. Journal of Teaching and Learning for
  12. Buenaventura, D. U. (2019). Developing a model for stakeholder engagement management for SHS immersion program. https://doi.org/10.13140/RG.2.2.30672.35848
  13. Buenaventura, D. U. (2019). Developing a model for stakeholder engagement management for SHS immersion program. ResearchGate. https://doi.org/10.13140/RG.2.2.30672.35848
  14. Carstens, K., Mallon, J., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. The Turkish Online Journal of Educational Technology, 20(1), 105–113. https://files.eric.ed.gov/fulltext/EJ1290791.pdf
  15. Carstens, K., Mallon, J., Bataineh, M., & Al-Bataineh, A. (2021). Effects of technology on student learning. The Turkish Online Journal of Educational Technology, 20(1), 105–113. https://files.eric.ed.gov/fulltext/EJ1290791.pdf
  16. Chanda, T., Sain, Z., Shogbesan, Y., Phiri, E., & Akpan, W. (2024). Digital literacy in education: Preparing students for the future workforce. International Journal of Research, 11, 327–344. https://doi.org/10.5281/zenodo.13347718
  17. Chanda, T., Sain, Z., Shogbesan, Y., Phiri, E., & Akpan, W. (2024). Digital literacy in education: Preparing students for the future workforce. International Journal of Research, 11, 327–344. https://doi.org/10.5281/zenodo.13347718
  18. Commission on Higher Education. (2016). CHED Memorandum Order No. 104, series of 2017: Policies and guidelines for the implementation of work immersion in senior high school. https://ched.gov.ph
  19. Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4, 100053. https://doi.org/10.1016/j.cexr.2024.100053
  20. Conrad, M., Kablitz, D., & Schumann, S. (2024). Learning effectiveness of immersive virtual reality in education and training: A systematic review of findings. Computers & Education: X Reality, 4, 100053.https://doi.org/10.1016/j.cexr.2024.100053       
  21. Dela Cruz, A. C., & Manalo, S. L. (2022). Soft skills integration in secondary education: Implications for employability and workplace adaptability. International Journal of Educational Research and Innovation, 8(4), 78–89. https://doi.org/10.56789/ijer.2022.004
  22. Department of Education. (2017). DepEd Order No. 30, s. 2017: Guidelines for work immersion in senior high school. https://www.deped.gov.ph
  23. Dwiyanti, V. (2024, August 22). Industry and vocational school collaboration: Preparing an excellent and industry-needed workforce. TVET@Asia, 23. https://tvet-online.asia/startseite/industry-and-vocational-school-collaboration-preparing-an-excellent-and-industry-needed-workforce/
  24. Elwy, A. R., Maguire, E. M., Kim, B., & West, G. S. (2022). Involving stakeholders as communication partners in research dissemination efforts. Journal of General Internal Medicine, 37(S1), 123–127. https://doi.org/10.1007/s11606-021-07127-3
  25. Fantinelli, S., Cortini, M., Di Fiore, T., Iervese, S., & Galanti, T. (2024). X stakeholders as communication partners in research dissemination efforts. Journal of General Internal Medicine, 37(S1), 123–127. https://doi.org/10.1007/s11606-021-07127-3
  26. GraduateEmployability, 10(1), 56. https://doi.org/10.21153/jtlge2019vol10no1art785
  27. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  28. Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.
  29. Patton, M. Q. (2015). Qualitative research and evaluation methods (4th ed.). SAGE Publications.
  30. Sicat, A. S. (2020). Work immersion: Bridging the gap between theory and practice among senior high school students. Journal of Education and Human Resource Development, 8(1), 25–32. https://doi.org/10.1234/jehrd.v8i1.4567
  31. Smith, J. A., Flowers, P., & Larkin, M. (2009). Interpretative phenomenological analysis: Theory, method and research. SAGE Publications.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic