NAME: SHAERAH JOYCE P.

PEÑAFLOR
Review of Related Literature and Studies
This chapter contains a review of related literature and studies that the researchers
have used to provide light on the topic under inquiry. It also includes explanations of
facts and principles relating to the current study.

D. Review of Related Literatures

Foreign Literature

According to an article by ESCAP (2021) entitled “Work Immersion Program

– Philippines” the work immersion program for senior high school students was
implemented by the Filipino Government's Department of Education (DepEd) back in
2017. The program was implemented to help lessen the student's lack of knowledge,
skills, and work experience. DepEd has made work immersions a requirement for
students to gain hands-on experiences through work simulation of their chosen track in
order for them to have greater opportunities to apply their knowledge and capabilities.
Moreover, this program aims to better equip high school students and develop their life
and career skills, proper work attitude and respect for their work.
This article is seemingly related to our study since it also tackles about the positive
effects of work immersion to students. This article shows what benefits work immersions
could bring to the students who participates in this program.

According to Stirling, A. et al., (2020) in their publication entitled “ A

Practical Guide for Work-integrated Learning” through work-integrated learning,
students bring new ideas and innovation to industry, government amd community
organizations. It is a pedagogical practice whereby students come to learn from the
integration of experiences in educational and workplace setting. When done correctly,
opportunities for students to learn outside the classroom in a work environment augment
students’ academic learning and develop work-ready graduates.
This literature is related to the current research study since work immersion allows
student to gain valuable experiences in work-related environment that will help them
acquire knowlege to become a work-ready graduates.

According to Fitchburg State University (2019) in the literature entitled

“Business Administration - Internships”, the Internship Program is structured to give
you an opportunity to apply knowledge and skills acquired in the classroom to the
activities of the corporation. Considerable care is taken to ensure that your work
experience is clearly related to your coursework and major field of study. It is hoped that
the internship experience will enhance your total university experience by forging a link
between conceptual and applied knowledge of the major field of study. Ideally, the
training and experience that you gain as a result of the internship can be valuable in two
ways. First, the experience could give you a competitive advantage when searching for a
permanent position. Many employers seek students with a higher education who have
also acquired meaningful on-the-job training prior to graduation. In some cases,
internships can lead to full-time employment with the host firm. Second, the internship
experience can enable you to see various career opportunities and to clarify your own
career objectives.

This literature is seemingly related to the present study because it states here that the
Internship Program provides an opportunity to apply knowledge and skills acquired in the
classroom to the activities of a corporation. It can be valuable in two ways: it can give
students a competitive advantage when searching for a permanent position, and it can
enable them to see career opportunities.

As quoted by Waugh, C. (2012) a high standard of living is an important part of

culture and values. Education systems have a significant and direct impact on the quality
of our workforce, our economic productivity and ultimately our ability to thrive as
businesses, individuals and nations. K to 12 enters the classroom Solutions for creating
opportunities to help all children, from the moment they enter the workplace .
This literature is seemingly related to the present because this literature state’s that the
main goal of education is to completely prepare children for life beyond school, and
becoming ready for the workforce is an essential and required component of that.

According to McClure, N. (n.d) in the article entitled “Developing specific

skills, competencies, and points of view needed by professionals in the field most
closely related to this course”, when you need help from a professional, you
want someone who is really good at their job and has the right attitude.
Professionals get good at what they do by being part of a group and
learning from others who do the same thing.
This group helps them become better and feel like they belong.
This literature is seemingly related to the current research because it tackles about
professional workers. If you have any difficulty, asking for help from a professional is the
best way to handle the difficulty because professionals already know what to do. In the
context of work immersion, the students are participating in the work immersion
environment with the help of professionals by their sides to enhance further knowledge
and develop further skills.

Local Literature
Based on the study entitled “Building Awareness, Interest, and Readiness
towards College Course through Work Immersion” conducted by Insorio, A. et al.,
(2021), work immersion exposes the students to the different fields of work and real
working experience in companies, businesses, and institutions. It served as a ladder to
gain specialized knowledge and expertise in the chosen field. It provides learning
opportunities for the students to grow and develop their potentials.

This study is seemingly related to the present study owing to the fact that student's
experience in work immersion provides various and further development of skills which
allows them to have a convenient transition from school to work.

Based on the literature entitled “ Influence of Self-determination, Self-efficacy

and Leadership on Students’ Work Immersion Performance” authored by Clet, G.
and Chavez, J. (2021), it discussed the importance of work immersion programs in
developing the skills and competencies of students in the Philippines. It explores the
various components of work immersion programs, such as on-the-job training,
mentoring, and evaluation.
The study emphasizes the need for collaboration between schools and industry partners
to ensure that work immersion programs align with the demands of the job market.
Overall, this highlights the potential benefits of work immersion programs in preparing
students for future employment opportunities.

According to the literature entitled “Competency Level, Employers'

Expectations and Work Immersion Performance of Senior High School Technical-
vocational and Livelihood (TVL) Students” authored by Roble (2021), he investigated
the relationship between employers' expectations, work immersion performance, and
competency level of senior high school students in the Philippines. The study found that
there is a significant relationship between employers' expectations and the work
immersion performance of students. Furthermore, there is a positive correlation between
work immersion performance and competency level.
The study suggests that work immersion programs should be strengthened to enhance the
competency level of students, which in turn will prepare them for the demands of the
labor market.
Moreover, in the literature entitled “Work Immersion Performance, Alignment,
and Employability among Senior High School Graduates” authored by Garcia, A.
and Yazon, A. (2020) study described and correlated the performance, alignment to
work immersion program, and employability of Senior High School graduates in the
Division of Calamba City. To do this descriptive-correlational research and a method
known as Document Analysis of the accepted Work Immersion Evaluation form required
in DepEd Order No. 30 s. 2017 on the Guidelines of Work Immersion, 324 Immersion
students from partner industries were assessed in the areas of work habits, work skills,
and social skills. Similarly, an online survey questionnaire using Google Forms was used
for 298 Senior High School graduates to determine alignment and employability
following the Immersion Program. The data was analyzed using mean, standard
deviation, and Pearson r. Senior High School graduates met the Work Immersion partner
institutions' basic job requirements in terms of work habits, work skills, and social
abilities. Findings found that markers of Work Immersion program/experience alignment
in terms of personal abilities, technical skills, and work applicability were strongly
aligned. It was discovered that the program is quite beneficial in terms of job
preparedness, skill utilization, employment status, track alignment, waiting time, and
remuneration.
This literature is related to the current study since according to this, having more
personal qualities, technical skills, and work applicability increases students'
employability. It is proposed that academic institutions be encouraged to hunt for sectors
that will suit and strengthen the abilities of their students in order for them to be
productively immersed and equipped for future job placement.

According to the article entitled “ Work Immersion: Real World Experience at Senior
High” in the website of Asian Foundation (2018), in the Philippines, youth unemployment
hampers meaningful economic development. The sector’s lack of knowledge, skills, and
work experience puts them at a disadvantage. One way to address this is through the
Department of Education’s Senior High School (SHS) program, ushered by the K-12
education reform. One of its components, the work immersion program, provides
students “real workplace” experience, giving students a set of technical-vocational and
livelihood skills that can help them make more informed career choices and improve their
employment prospects.
This theory is seemingly related to the present study because it states here that the SHS
program provides students with technical-vocational and livelihood skills to help them
make informed career choices and improve their employment prospects.

E. Review of Related Studies

Foreign Studies
In the study entitled “ The Effect of Competency and ICT Skills on Vocational
Students' Work Readiness” conducted by Hakim, R. and Kurniawati, D. (2022), in
the study context, internships can moderate and mediate the impact of competency and
ICT skills on students' preparation for the workforce. 284 South Tangerang City
vocational accounting students made up the study's final sample. This study established
the causal relationship between competency and internship on job preparedness using
partial least square structural equation modeling (PLS-SEM) analysis. On the other side,
this study also discovered that internships can moderate competency on work
preparedness and mediate ICT abilities. The study was unable to demonstrate a
connection between ICT proficiency and employment readiness, nevertheless.
According to this study, internships were essential for maximizing students' preparation
for the workforce. In this situation, internships must act as a mediator between students'
ICT abilities and their preparation for the workforce.
This theory is seemingly related to the present study because this study implied that
internship was critical in maximizing students work readiness.

According to Phillpott, S. (2021), getting a chance to work, even if it's just a

little bit, is really important. It helps you learn skills that you can use in
all kinds of jobs. When you're ready to look for a job, having that experience
will make you stand out and be more likely to get hired.
This study is seemingly related to the current research since it tackles about work. In the
senior high school curriculum the work immersion program allows the students to work
and engage to other people similar to their field related to their course. It gives the
students a chance to practice their skills and knowledge and it also help to learn new
skills related to work.

A study conducted by Tlholoe et al. (2020) in South Africa investigated the

impact of work immersion on the readiness and employability of technical and vocational
education and training (TVET) graduates. The study found that work immersion
significantly improved the graduates' readiness and skill competencies, as well as their
job prospects and employment outcomes.
This study is seemingly related to the current research because it tackles about the impact
of work immersion to the readiness and employability of technical and vocational
education. It was concluded that the work immmersion have a significantly great impact
on the readiness and skill competencies of the graduates. It also improve their prospective
of the job and the outcome of their employment.

According to the study entitled “Work immersion performance appraisal and

evaluation of Grade 12 STEM students in science and technology-based industries”
conducted by Acut, D. et al. (2019), Youth unemployment continues to obstruct
significant economic growth in the Philippines. mismatch between employment
requirements and skill sets, inadequate training in knowledge and abilities, and work
experiences. The Department of Education's (DepEd) K–12 Program added two (2) years
of senior high school as a solution to the issue, which benefits pupils by allowing them to
start developing practical skills in middle school. The K–12 Basic Education Program
aims to help students acquire the skills, work ethic, and values necessary for continuing
their education or entering the workforce. Twenty-five (25) Grade 12 STEM strand
students who were exposed to science and technology-based companies participated in
this study. During the eighty (80) hour work immersion, students completed various
duties that were delegated to them by the supervisors of the partner university. The
supervisors for each student examined their performance review and evaluation. The
findings indicated that the majority of the pupils were rated outstanding and that their
work exceeded the necessary threshold. In accordance to the positive learning outcomes,
work immersion helps students learn and develop the following skills: teamwork,
communication, punctuality, productivity, resilience, initiative, proactivity, judgment,
dependability, attitude, and professionalism. Additionally, the students saw their
experiences as a chance to put themselves to the test and use what they had learned in a
situation outside of the classroom where they could not only put their prior training to use
but also get a taste of the social interactions that take place at work. Their interactions
with organizations that offered science-based job immersion helped students develop a
variety of abilities and morals that would be useful when they left high school and
entered the workforce.
This study is seemingly related to the current research because it tackles about the
umemployability of the youth which is caused by the lack of skills sets that is required in
the employability of the workers. Therefore, the STEM students are exposed to the work
immersion program and it was found that the students performed an outstanding work.

According to Patrick et al., (2018) in the study entitled, “The Challenges of

Implementing Work-Integrated Learning in Australia”, it discusses the challenges
faced by Australian universities in implementing work-integrated learning (WIL)
programs, which include work immersion and other forms of experiential learning. The
authors identify several barriers to effective WIL implementation, including limited
resources, difficulty in engaging employers, and the need for greater collaboration
between universities and industry.
This study discuss the importance of collaboration between universities and industry, it
also state the dificulties the universities faces in implementing work-intregrated learning
(WIL) program, it state the effective way of implementing work expreriential learning to
engage employers.

Local Studies
A study conducted by Agapay and Perez (2020) in the Philippines found that
work immersion significantly improves students' readiness and skill competencies. The
study involved 57 Grade 12 students who underwent a 160-hour work immersion
program, and the researchers found that the program significantly improved students'
readiness in terms of personal and professional skills, as well as their job-specific skills.
This study is seemingly related to the current research beacase it shows that work
immersion has a great impact to the students readiness and skill competencies in field of
actual work environment, this study also shows that through work immersion the
students improve their readiness in terms of personal and proffesional skills.

A study by Llanto and Camahalan (2020) also in the Philippines found that
work immersion had a positive effect on students' readiness and skill competencies. The
study involved 60 Grade 12 students who underwent a 200-hour work immersion
program. The researchers found that the program significantly improved students'
readiness in terms of communication, teamwork, problem-solving, and adaptability skills,
as well as their job-specific skills.
This study is seemingly related in the present research because it tackle the positive effect
of work immersion, it states that being imployed in a real work environment significally
improve the students communication, teamwork, problem-solving, and adaptability skills,
and their job-specific skill.

According to the study entitled “Workplace Skills and Competencies: An

Industry Partners Appraisal on Work Immersion Program Among Senior High
School Learners” conducted by Dela Cruz, J. and Permejo, M. (2020), by evaluating
the learner's workplace skills and competencies, the study hopes to give them practical
work experience in a real work environment that will help them develop new skills,
immerse themselves in a business environment, and boost their employability. This will
help them discover who they are and restart their professional development. The thirty-
two (32) Industry Immersion Supervisors who managed and oversaw the Learner Work
Immersion Program for eighty (80) hours during the Second Semester of the School Year
2018-2019 were specifically picked by the researchers to provide the data.
The study's findings showed that students have a high perception of their own work
capacity, which gives them the confidence to take appropriate action while managing
work projects. Similar to how they performed well on the job assignment, the students
learnt the most about communicating and getting along with others despite their
differences. Students exposed to job assignments related to their strand perform and
demonstrate efficiency in completing the tasks and present lessons that will last a lifetime
and virtues that may be used for a better life.

According to the study entitled “Senior High School Work Immersion

Pioneers: A Phenomenological Study” conducted by Bustamante, J. (2019), new
disciplines are offered in the school curriculum thanks to the "Enhanced Basic Education
Act of 2013". In order to create greater alignment between fundamental education and the
goals of the country's development, the DepEd Order No. 30 of 2017 enhanced the
requirement for graduating from Senior High School by adding Work Immersion as one
of its topics. The goal of work immersion is to increase the competency of the pioneer
SHS students by exposing them to a job-related environment relevant to their area of
concentration. This phenomenological study explores the real-world experiences of the
first group of SHS students participating in the first Work Immersion program. Based on
the students' actual experiences and comments from their work immersion, the study
examines the difficulties they faced. In order to collect information from 43 Grade 12
students in a public school who are enrolled in the General Academic Strand (GAS), the
methodology uses survey questionnaires and interviews.
Evidently, students saw work immersion as a valuable, worthwhile, and difficult
experience that gave them a realistic view of what to anticipate after graduation. They
were given the chance to take part in employment simulations and put their classroom
skills to use in real-world settings.

The DepEd Secretary Dr. Briones stated that graduates of K-12 programs with a
tech-voc track and those who attended training in the manufacturing, commercial, and
business industries are competent and equipped to assume positions after graduation. This
statement was made in the report of Montemayor, M. (2018). DepEd statistics showing
that 28% of students who graduated from technical vocational programs were recruited
on the spot as proof point to the need of obligatory senior high school courses like work
immersion or on-the-job training. To evaluate this, there must be a positive correlation
between the parameters in the student's preparedness scale for work immersion. This is
why it is necessary to maintain good tracks of the work immersion program.
This study is seemingly related to the present study because it tells that K-12 can help
enhance and develop skills throughout their training for work immersion, it also state that
K-12 work immersion program helps students know about businesses, adapt in their
workplace, simulate employment and to apply their competencies in their work.
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