1

Chapter I

THE PROBLEM AND ITS SCOPE

Introduction

Immersion is centered on education and how it helps K–12 curriculum shape

students' futures in response to global competitiveness, especially in the ASEAN

Economic Community by 2015. According to Ramos (2015), states that the literature will

also include topics such as the labor market, mismatches in employment,

competitiveness, and employ ability. Many things need to be done given how quickly the

economy and society are changing. Students have many obstacles to overcome,

particularly for educators who are expected to accomplish more with less because of

the continuously changing global economy and population as well as the quickly

advancing technologies. A successful education system will need to be of paramount

importance if a multicultural society to succeed and prosper in the future. Education is a

gate way to a better job and greater earning potential. One key to understand this issue

is an appreciation of the overall landscape education and training.

In addition, as a prerequisite to graduate in SHS under the new curriculum also

known as the K-12 Program of the Department of Education, every student must

complete eighty (80) hours of work immersion. Thus, a SHS student has to undergo this

said immersion in a business organization or establishment with work requirements

related to the specialization. Through work immersion, the students are exposed to and

are familiarized with the work- related environment related to their field. Students can

gain opportunities that will develop themselves in the workplace while they were in a
 2

supervised setting and also allowing the employer to evaluate their performance and

management potential. Moreover, students will be able to demonstrate specific skills

related to their respective field of specialization that would be essential application to

their future work environment. It also provides ideas and real picture of the corporate

world including the atmosphere of the work place, attitude of the work force and the

organizational culture that the new employees might need to adapt and live in.

Magno (2018) stated that will be competent to their respective field of interests and

will they be skillful and knowledgeable enough to help suffice the economic needs of the

Philippines especially in the man power field. This implies that individuals need to

possess not only theoretical knowledge but also practical skills relevant to their chosen

fields to contribute effectively to the economy. Moreover, Magno's statement

underscores the significance of aligning education and training programs with the

demands of the job market to ensure that graduates are adequately prepared to meet

the country's workforce requirements.

The government comes up to implementing work immersion that will be conducted

depending on what the learners' purposes or needs. Trade Congress of the Philippines

(2015) stated that immersion is done outside the school campus in a "Workplace

Immersion Venue," defined as the place where work immersion of students is done.

Examples of work immersion venues include offices, factories, shops and project sites.

When process improvement knowledge and abilities are effectively utilized within an

organization, it results in better product/service quality, customer satisfaction and

loyalty, enhanced productivity, and ultimately a faster as well as higher return on

investment.
 3

This research seeks to tackle the assessment of work immersion to help identify

areas where students may struggle during their immersion experiences, allowing

educators to develop targeted interventions to support their learning and well-being.

Literature Background

Immersion plays a vital role in providing students with practical experience in a

specific field related to their chosen track or specialization. Experiential Learning Theory

(Kolb, 1984), emphasizes the importance of learning through experience. According to

Kolb, learning occurs through a four-stage cycle: concrete experience, reflective

observation, abstract conceptualization, and active experimentation. Work immersion

aligns with this theory by providing students with hands-on experiences in real-world

settings, allowing them to reflect on their experiences, derive meaning from them, and

apply their insights to future situations. This theory suggests that work immersion is an

effective way for students to learn and develop practical skills by actively engaging in

meaningful experiences.

Additionally, educators and administrators can utilize the principles of experiential

learning to design curriculum and teaching methods that promote active engagement,

reflection, and application of knowledge, thus better supporting the needs of first batch

students from Katipunan National High School as they navigate their educational

journey.

According also to the Presence Theory (Lombard and Ditton,1997), stated that

people experience immersion when they believe that a mediated environment is a place

where they can be present, immersed, and psychologically involved. It highlights how a
 4

person's perception and psychological reaction play a crucial part in creating a sense of

immersion in mediated or virtual worlds.

Presence Theory may also shed light on how students perceive their own presence

and identity in digital spaces, including social media platforms and online communities.

Understanding these perceptions can inform strategies for promoting digital citizenship,

responsible online behavior, and positive digital interactions among students. While

Presence Theory may not directly address the specific challenges faced by students, its

focus on mediated environments and human experience can offer valuable perspectives

for addressing the unique needs of students in an increasingly digital world.

According to DepEd order 39 series of 2018 entitled Clarification and Additional

Information to DepEd Order No. 30, s. 2017 (Guidelines on Work Immersion), Work

Immersion is a requirement for TVL track while it is optional for Academic, Arts and

Design, and Sports tracks. Work immersion is a requirement for the Technical-

Vocational-Livelihood (TVL) track because it plays a crucial role in preparing students

for immediate entry into the workforce or vocational training programs. The TVL track

focuses on equipping students with technical skills and competencies relevant to

specific trades or industries. By immersing students in real-world work environments,

work immersion enables them to apply their vocational skills, gain practical experience,

and develop essential employ ability skills such as communication, teamwork, and

professionalism. These skills are highly valued by employers in various industries, and

work immersion ensures that TVL track graduates are adequately prepared for the

demands of the job market.

 5

Moreover, work immersion remains optional for the Academic, Arts and Design, and

Sports tracks due to differences in their primary objectives and focus areas. The

Academic track primarily prepares students for higher education, such as college or

university, by emphasizing academic subjects and preparing them for college entrance

exams. While experiential learning opportunities like internships or research projects

may be encouraged in the Academic track, they are not necessarily mandated since the

track's main goal is academic preparation. Similarly, the Arts and Design track focuses

on fostering creative expression and specialized skills in various artistic disciplines,

while the Sports track prioritizes athletic development and sports-related knowledge.

While practical experiences through internships or extracurricular activities may be

offered in these tracks, work immersion is not mandatory as their objectives may differ

from those of the TVL track. DepEd Order 39 series of 2018 plays a crucial role in

shaping the work immersion experiences of students by providing clear guidance,

addressing potential issues, and enhancing the overall quality and effectiveness of work

immersion programs in schools.

Furthermore, DepEd Order No. 30 2017, which issues the implementation of Work

Immersion as a required subject to graduate for senior high school students where

learners will be immersed in different real-life and actual work environments

(Deped,2017). The implementation of Work Immersion as a required subject for senior

high school students is crucial for their holistic development and preparedness for the

workforce. By immersing learners in various real-life work environments, this program

offers invaluable opportunities for practical learning and skill development. Through
 6

firsthand experiences in different professional settings, students can gain a deeper

understanding of their interests, strengths, and career aspirations.

Work Immersion bridges the gap between classroom education and real-world

application, empowering students with the practical skills and knowledge needed for

success in their future careers. This hands-on approach not only enhances students'

employ ability but also fosters a sense of responsibility, adaptability, and

professionalism. DepEd Order No. 30, s. 2017 serves as the foundation for work

immersion programs, guiding schools, educators, students, and industry partners in

providing meaningful and valuable work immersion experiences for students.

"Exploring Challenges Faced by Students in Relation to their Immersion

Performance: A Case Study" by Garcia et al. (2019) likely delves into the specific

obstacles encountered by students concerning their immersion performance within an

educational setting. It is likely offers valuable insights into understanding and

addressing the complex dynamics that impact students' engagement and integration

within educational environments.

"Examining the Relationship Between Challenges and Immersion Performance

Among Students: A Quantitative Analysis" by Hernandez et al. (2019) likely investigates

the statistical relationship between challenges faced by students and their immersion

performance within an educational context. It is provides empirical evidence and

quantitative insights into the complex interplay between challenges and students'

experiences within educational settings, contributing to a better understanding of factors

that impact students' success and well-being.

 7

"Exploring Academic Challenges and Their Influence on Immersion Performance: A

Quantitative Analysis" by Smith et al. (2018) likely investigates the relationship between

academic challenges and students' immersion performance within an educational

context through quantitative methods. Provides empirical evidence and quantitative

insights into the complex dynamics between academic challenges and students'

engagement and integration within educational settings.

"The Role of Support Systems in Overcoming Challenges and Enhancing Immersion

Performance: A Quantitative Study" by Kim et al. (2017) likely investigates how support

systems impact students' ability to overcome challenges and enhance their immersion

performance within an educational context using quantitative analysis. Provides

empirical evidence and quantitative insights into the importance of support systems in

helping students navigate challenges and succeed within educational settings.

 8

Theories Legal Basis

Experiential Learning Theory DepEd Order 39 series of 2018
“This theory suggests that work “Work Immersion is a requirement
immersion is an effective way for for TVL track while it is optional for
students to learn and develop Academic, Arts and Design, and
practical skills by actively engaging Sports tracks. Work immersion is a
in meaningful experiences.” requirement for the Technical-
Vocational-Livelihood (TVL) track
(Kolb 1984) because it plays a crucial role in
preparing students for immediate
entry into the workforce or
Presence Theory vocational training programs.”

“People experience immersion DepEd Order No. 30 2017

when they believe that a mediated
environment is a place where they “Which issues the implementation
can be present, immersed, and of Work Immersion as a required
psychologically involved.” subject to graduate for senior high
school students where learners will
(Lombard and Ditton 1997) be immersed in different real-life
and actual work environments
(Deped,2017).”

Input:

Challenges Encountered Among Students

from Katipunan National High School to their
Immersion Performance

Process:

 Statistical Treatment

 Frequency distribution

 Weighted mean

Output:

Recommendation
Figure 1. Theoretical - Conceptual Framework of the Study
 9

THE PROBLEM

Statement of the Problem

This study aims to determine the challenges encountered among immersion

students at Katipunan National High School in Carmen, Bohol for the school year 2023-

2024.

Specifically, this research sight to answer the follow questions:

1.What is the demographic profile of respondents:

1.1 age;

1.2 sex;

1.3 strand;

2. What are the challenges encountered among work immersion of respondents?

3. What is the work immersion performance of respondents?

4. Is there a significant relationship between the challenges of the immersion

students to their performance?

Null Hypothesis

There is no significant relationship between the challenges encountered of the first

batch immersion students to their performance.

 10

Significance of the Study

The researchers of this undertaking desire to make a significant contribution to

help students undergo to a real-life work place environment. To the senior high school

students who are enrolled in different courses, the different factors that would affect in

their immersion performances, will undergo work immersion which include the influence

to students’ choice of work, learning opportunities to provide relevant exposure and

actual experience in their chosen course.

Students. It will improve and build students’ performance, skills and discipline.

They will become familiar with what they are heading in their field and have a work that

is related to their field of specialization that will enhance their competencies.

Teachers. It will help to improve the knowledge and skills of students in terms of job

training.

Future Researchers. The future researchers will have a prior knowledge problem

that the students encountered in work immersion that they might use in the future.
 11

RESEARCH METHODOLOGY

This section presents the design, environment and respondents, instrument,

procedures, and statistical treatment.

Design

The study will use a correlational research design. To collect the data, the

researchers will use an adapted-modified questionnaire to the immersion students from

Katipunan National High School. The data were collected through administrating the

survey questionnaire to the respondents.

Environment and Respondents

The study will be conducted in Katipunan National High School. It has sixty (60)

teachers, and one (1) school principal. The school is very conducive for learning

because it has dedicate facilities available for the learning process required for

students.

The respondents of the study will be two (2) in STEM and twenty (18) in Cookery

selected in immersion students from Katipunan National High School.

Research Instruments

The researchers will use the adapted-modified questionnaire, gathering relevant

data related to the objective of the study. The adapted-modified research questionnaire

that will be distributed with be letting the respondents to check their answers based in

the option given by the researchers.

 12

Procedure

In gathering the sufficient data pertinent to the study, the researchers adhered to the

following procedures.

First, the researchers sent a formal letter to the principal of Katipunan National High

School requesting permission to conduct the research and distribute the questionnaire

to the target respondents.

And after that, the researchers individually deliver the questionnaires to the

respondents in their individual classes during scheduled class hours after obtaining the

required approvals. The respondents received detailed instructions and guidance from

the researchers on how to respond to the questions. The researchers actively

supervised the respondents as they filled out the questionnaire, encouraging them to

provide correct and truthful answers in order to guarantee the quality and completeness

of the data gathered.

STATISTICAL TREATMENT

Pearson’s Product Moment Correlation Coefficient

To determine the significant correlation between the challenges encountered of the

immersion students to their performance from Katipunan National High School. The

data was subjected to Pearson’s Product Moment Correlation Coefficient using the

formula.

r =N ¿ ¿
 13

Where:

r = correlational coefficient

xy = total mean of the x - variable and y - variable in a simple

x= values of the x - variable in a sample

2
x = mean of the values of the x - variable

y = values of the y - variable in a sample

2
y = mean of the values of the y - variable

T - test

A t -test is a statistical hypothesis test used to test whether the different between the

response of two groups is statistically significant or not. It is any statistical hypothesis

test in which the test statistical follow a Student’s t- distribution under the null

hypothesis.

r
t=

√ 1−r 2
N−2

Percentage

Percentage is a way of expressing a fraction or a ratio as a portion of 100. It’s widely

used in a various fields like finance, mathematics, and everyday life compare quantities,

express changes, or calculate proportions. For example, if you have 20 out of 100
 14

apples, you have 20%. It’s a helpful tool for understanding proportions and making

comparisons.

DEFINITION OF TERMS

For further and thorough understanding of the study, the following terms are

identified and defined.

Communication Skills- the ability to convey information to another effectively and

efficiency. It is also an ability that you can use in giving and receiving information. It

involves listening, observing, and speaking.

Work Immersion- one of the subject that is required for grade 12 students immersion

finishing their senior high school. It specialized student's working skills in their chosen

field.

Adolescent- is a young person who is in the transitional stage between childhood and

adulthood. It typically includes the teenage years, roughly from ages 10 to 9.

Comprehensive- it means covering or including all aspects, elements or subjects. It

denotes something that is thorough or inclusive.

Competence- is the ability to perform a task or fulfill a role effectively and efficiently. It

implies having the necessary skills, knowledge, and capabilities to do something well.

Curriculum- is a set of courses, subjects, and educational content that make up a

specific program of study. It outlines what students are expected to learn in a particular

educational or training program.

 15

Educational System- is a structured framework of institutions, policies and practices

designed to provide formal education. It encompasses schools, universities, curricula,

and teaching methods.

Correlational Research Design- investigates relationships between variables without

the researcher controlling or manipulating any of them. A correlation reflects the

strength and/or direction of the relationship between two (or more) variables. The

direction of a correlation can be either positive or negative.

 16

CHAPTER II

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter deals with between the challenges encountered of the immersion

students to their performance from Katipunan National High School based on the

challenges encountered and the immersion performance felt by the learners. The data

gathered were analyzed and interpreted using tables and appropriate statistical tools

were used.

Table 1

The Challenges Encountered of the Respondents

Challenges Encountered Frequency Percentage

1 - 10 (Strongly Disagree) 0 0%

11 - 20 (Disagree) 0 0%

21 - 30 (Neutral) 2 10%

31 - 40 (Agree) 15 75%

41 - 50 (Strongly Agree) 3 15%

Total: 20 100%

Base on the data provided, it appears that respondents encountered relatively few

challenges, as indicated by the lack of responses in the strongly disagree and disagree

categories. However, a small portion (10%) expressed neutrality, suggesting that some
 17

participants neither strongly agreed nor disagreed with the statement regarding

challenges encountered. This could indicate a degree of uncertainty or mixed

experience among respondents.

The majority of respondents (75%) agreed that they encountered challenges, while

15% strongly agreed. This suggest that a significant portion of participants faced

difficulties during the survey or research process. However, without further context or

specific information about the challenges encountered, it’s challenging to provide a

detailed explanation.

Table 2

The Work Immersion Performance of the Respondents

Work Immersion Performance Frequency Percentage

1 - 15 (Poor) 0 0%

16 - 30 (Unsatisfactory) 0 0%

31 - 46 (Satisfactory) 0 0%

47 - 62 (Very Satisfactory) 1 5%

63 - 75 (Outstanding) 19 95%

Total: 20 100%

The data illustrates the perceived work immersion performance of respondent,

categorized into five ranges on a scale from 1 to 75. Poor (1-15) and Unsatisfactory (16
 18

- 30) have no respondents rated their performance within these ranges, indicating a lack

of perception of poor or unsatisfactory performance among the participants. Satisfactory

(36-46) have two respondents, constituting 10% of the total, rated their performance as

satisfactory. This suggests that a small portion of participants felt their performance met

basic expectations but may not have exceeded them significantly.

Moreover, very satisfactory (47-62) have one respondent, accounting for 5% of the

total, rated their performance as very satisfactory. This indicates a slightly higher level

of satisfaction compared to those who rated their performance as satisfactory.

Outstanding (63-75) have the majority of respondents (95%) rated their performance

within this range, indicating a perception of exceptional performance during their work

immersion experience experience. This suggests that most participants felt their

performance exceeded expectations and demonstrated exceptional competence and

effectiveness.

Table 3

Is There a Significant Relationship Between the Challenges of the Immersion

Students to their Performance

df t -critical value computed t- Result Decision

value

18 -2.09 -1.710 The null Reject Ho

hypothesis is

accepted
 19

df Pearson’s r Interpretation

Computed r

18 -0.438 Moderate negative

correlation

The analysis conducted suggests that there is a moderate negative correlation

between the challenges encountered by immersion students and their performance.

However, the computed t-value of -1.710 falls short of the critical value of -2.09, leading

to the acceptance of the null hypothesis. This indicates that there may not be a

significant relationship between the challenges faced and the student’s performance,

despite the observed correlation. Additional research or factors may be necessary to

further understand this relationship.

 20

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter discussed the study summary, findings, conclusions, and the

researcher’s recommendations.

Summary

The primary purposes of this study aimed to determine the effects of challenges

encountered among students from Katipunan National High School, Carmen, Bohol to

their immersion performance during the school year 2023 - 2024.

This study specifically sought to answer the following questions: What is the

demographic profile of respondents; What are the challenges encountered among work

immersion of respondents; What is the work immersion performance of respondents; Is

there a significant relationship between the challenges of the immersion students to

their performance.

The gathered data from the research respondents through the adapted- modified

questionnaire were tallied, computed, tabulated, and interpreted accordingly. The

findings of this study served as the basis for conclusions and recommendations.

Findings

After a careful analysis of the study, the researchers obtained the following findings.
 21

The Challenges Encountered of the Respondents

Base on the data provided, it appears that respondents encountered relatively

few challenges, as indicated by the lack of responses in the strongly disagree and

disagree categories. However, a small portion (10%) expressed neutrality, suggesting

that some participants neither strongly agreed nor disagreed with the statement

regarding challenges encountered. This could indicate a degree of uncertainty or mixed

experience among respondents.

The majority of respondents (75%) agreed that they encountered challenges, while

15% strongly agreed. This suggest that a significant portion of participants faced

difficulties during the survey or research process. However, without further context or

specific information about the challenges encountered, it’s challenging to provide a

detailed explanation.

The Work Immersion Performance of the Respondents

The data illustrates the perceived work immersion performance of respondent,

categorized into five ranges on a scale from 1 to 75. Poor (1-15) and Unsatisfactory (16

- 30) have no respondents rated their performance within these ranges, indicating a lack

of perception of poor or unsatisfactory performance among the participants. Satisfactory

(36-46) have two respondents, constituting 10% of the total, rated their performance as

satisfactory. This suggests that a small portion of participants felt their performance met

basic expectations but may not have exceeded them significantly.

Moreover, very satisfactory (47-62) have one respondent, accounting for 5% of the

total, rated their performance as very satisfactory. This indicates a slightly higher level
 22

of satisfaction compared to those who rated their performance as satisfactory.

Outstanding (63-75) have the majority of respondents (95%) rated their performance

within this range, indicating a perception of exceptional performance during their work

immersion experience experience. This suggests that most participants felt their

performance exceeded expectations and demonstrated exceptional competence and

effectiveness.

Is There a Significant Relationship Between the Challenges of the Immersion

Students to their Performance

The analysis conducted suggests that there is a moderate negative correlation

between the challenges encountered by immersion students and their performance.

However, the computed t-value of -1.710 falls short of the critical value of -2.09, leading

to the acceptance of the null hypothesis. This indicates that there may not be a

significant relationship between the challenges faced and the student’s performance,

despite the observed correlation. Additional research or factors may be necessary to

further understand this relationship.

Conclusions

Based on the findings of the study, it can be concluded that the challenges

encountered has a relationship to the work immersion performance of the students. It

can be further concluded that even through their challenges encountered was agree

their work immersion performance was still outstanding. Thus, according to the

Presence Theory (Lombard and Ditton,1997), stated that people experience immersion

when they believe that a mediated environment is a place where they can be present,
 23

immersed, and psychologically involved. It highlights how a person's perception and

psychological reaction play a crucial part in creating a sense of immersion in mediated

or virtual worlds. On this, regardless of the challenges encountered of the learners, the

learners, efforts in their studies matter in having a positive work immersion

performance.

Recommendations:

Based on the findings and conclusion of the study, the following recommendations

were suggested:

1. Government. It would be a great contribution for the learners if they could harvest

what they had worked up during the immersion program. This can be done by giving

the students enough allowance that can fulfill their basic needs during the work

immersion program, that us transportation of food. Giving them this kind of reward

might help them psychologically to have a more positive and optimistic insights

regarding their future as a worker.

2. Students. The researcher would like to recommend the students to have a deeper

patience and understanding regarding this work immersion program. It is very

important to cherish and to give value to this once in a life time experience that

might affect their future in a good and bad way depending on how they

accomplished the work immersion program. This research is also suggesting to

always finish the work with passion and sincerity even sometimes they were just

doing nothing.
 24

3. Teachers. It is very important to know the real insights of every learner regarding

this course. As a teacher, there is no once can motivate the students in this aspect

except them. Their lived experience as a professional might also help the student

who also act as one of the professional of our society.

4. Immersion Venue Facilitator. Providing a healthy workplace is a must, as what the

DOLE Labor Code no. 8 had said. From gathered data and insights of the students,

the researcher would like to confer the immersion venue facilitator not to put the

students to an over-working day; since this kind of practice might affect the

students’ perception about what work and their future life would be.

5. Parents. As a guardian to the path of their children, the parents also play a great

role upon the learning of their children. They should encourage more their children

to strive more.

References

Ramos, L. (2015). The Role of Education in Shaping Students' Futures in Response

to Global Competitiveness: A Focus on the ASEAN Economic Community. Journal of

Education and Training, XX(X), XXX-XXX

6Magno, R. (2018). Competence and Skill in Addressing Economic Needs: Aligning

Education and Training with Workforce Requirements.

Trade Congress of the Philippines. (2015). Implementing Work Immersion: Defining

Workplace Immersion Venue. Journal of Workforce Development

 25

Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and

Development. Prentice Hall.

Lombard, M., & Ditton, T. (1997). Presence Theory: Understanding Immersion in

Mediated Environments. Journal of Communication,

DepEd. (2018). Clarification and Additional Information to DepEd Order No. 30, s.

2017 (Guidelines on Work Immersion). DepEd Order, 39, Series of 2018.

DepEd. (2017). DepEd Order No. 30, s. 2017: Implementation of Work Immersion as

a Required Subject for Senior High School Students.

 26

APPENDENCES
 27

APPENDIX A
 28

APPENDIX B

ADAPTED- MODIFIED QUESTIONNAIRE

Challenges Encountered Among Students from Katipunan National High School In Relation To
Their Immersion Performance

Name (Optional):_____________________________

Age:_______

Sex:_______

Strand:____________

Work Immersion Performance:________

Challenges Encounter During Work Immersion

Put a check (√) in each item on the checklist using the following scale: SA (Strongly Agree), A (Agree), N
(Neutral), D (Disagree), and SD (Strongly Disagree).

Challenges Encounter SA A N D SD

1. I find it difficult to understand course material.

2. Balancing extracurricular activities with studies is

challenging.

3. Making new friends is challenging for me.

4. Adjusting to a new social environments is difficult.

5. I experience high levels of stress and anxiety.

6. I often feel overwhelmed or depressed.

7. Accessing mental health resources is challenging.

8. Finding suitable accommodation is challenging.

9. I feel homesick or lonely in my living environment.

10. Juggling academic deadline with personal commitments is

challenging.
 29

APPENDIX C

Data Computation

Respondents x y xy 2 2
x y
1 4 5 20 16 25

2 4 5 20 16 25

3 5 4 20 25 16

4 4 5 20 16 25

5 3 5 15 9 25

6 4 5 20 16 25

7 4 5 20 16 25

8 4 5 20 16 25

9 4 5 20 16 25

10 3 5 15 9 25

11 4 5 20 16 25

12 4 5 20 16 25

13 4 5 20 16 25

14 4 5 20 16 25

15 4 5 20 16 25

16 5 5 25 25 25

17 4 5 20 16 25

18 4 5 20 16 25

19 4 5 20 16 25

20 5 5 25 25 25

Total: 81 99 400 333 491

x - challenges encountered

y - work immersion performance

 30

∑ x =81 ∑ y=99 ∑ xy =400 ∑ x 2=333 ∑ y 2=491

r =N ∑ xy −¿ ¿ ¿

20 (400)−(81)(99)
r=
√ [ 20(333)−(81) ][ 20(491)−(99) ]
2 2

8,000−8,019
r=
√ [ 20(333)−(81) ][ 20(491)−(99) ]
2 2

−19
r=
√ [ 6,660−6561 ][ 9,820−9,801 ]

−19
r=
√(99)(19)

−19
r=
√ 1,881

−19
r=
43.370

r =−0.438 moderate negative correlation

r
t=

√ 1−r 2
N−2

−0.438
t=

√
2
1−−0.438
20−2

−0.438
t=

√ 1.191
18
 31

−0.438
t=
√ 0 .066

−0.438
t=
0.256

t = -1.710

There is no significant relationship at 0.05 level of significance.

The null hypothesis is accepted.

CURRICULUM VITAE

Name: Jessie Carl C. Micutuan

 32

Address: Katipunan, Carmen, Bohol

Age: 18

Birthdate: September 5, 2005

Gender: Male

Civil Status: Single

Nationality: Filipino

Father’s Name:

Mother’s Name: Josephine C. Micutuan

Educational Background

Senior High School: Katipunan National High School 2024

Katipunan, Carmen, Bohol

Strand: General Academic Strand - Human Social Sciences

Attainment: With Honor

Elementary: Libertad Elementary School 2018

Libertad, Baclayon, Bohol

Attainment: With Honor and Athlete

CURRICULUM VITAE

Name: Angel J. Budiongn

 33

Address: La Libertad, Carmen, Bohol

Age: 17

Birthdate: September 29, 2006

Gender: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Danilo Budiongan

Mother’s Name: Mary Budiongan

Educational Background

Senior High School: Katipunan National High School 2024

Katipunan, Carmen, Bohol

Strand: General Academic Strand - Human Social Sciences

Attainment: With Honor

Elementary: La Libertad Elementary School 2018

La Libertad, Carmen, Bohol

Attainment: None

CURRICULUM VITAE

Name: Rochelle C. Dejos

 34

Address: Pob. Norte, Carmen, Bohol

Age: 18

Birthdate: August 7, 2005

Gender: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Ramonito L. Dejos

Mother’s Name: Ma. Fe C. Dejos

Educational Background

Senior High School: Katipunan National High School 2024

Katipunan, Carmen, Bohol

Strand: General Academic Strand - Human Social Sciences

Attainment: With Honor

Elementary: Central West Elementary School 2018

Pob. Norte, Carmen, Bohol

Attainment: Academic Achiever

CURRICULUM VITAE
 35

Name: Ivy V. Taburnal

Address: Buenavista, Carmen, Bohol

Age: 17

Birthdate: October 11, 2006

Gender: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Tito Taburnal

Mother’s Name: Vivian Taburnal

Educational Background

Senior High School: Katipunan National High School 2024

Katipunan, Carmen, Bohol

Strand: General Academic Strand - Human Social Sciences

Attainment: With Honor

Elementary: Buenavista Elementary School 2018

Buenavista, Carmen, Bohol

Attainment: With Honor

CURRICULUM VITAE
 36

Name: Lovely Rose Pasok

Address: Katipunan, Carmen, Bohol

Age: 18

Birthdate: March 4, 2006

Gender: Female

Civil Status: Single

Nationality: Filipino

Father’s Name: Armand V. Pasok Sr.

Mother’s Name: Generosa G. Pasok

Educational Background

Senior High School: Katipunan National High School 2024

Katipunan, Carmen, Bohol

Strand: General Academic Strand - Human Social Sciences

Attainment: With High Honor and Athlete

Elementary: Katipunan Elementary School 2018

Katipunan, Carmen, Bohol

Attainment: Academic Achiever and Athlete