1 \

4 Understanding the Percieved impact of Work Immerson on the

5 communcation skills of grade 12 TVL-HE Students

8 A Research Paper

9 Presented to

10 Senior High School Department of

11 ASIAN COLLEGE OF TECHNOLOGY – INTERNATIONAL

12 EDUCATIONAL FOUNDATION

13 Cebu City

14

15

16 In Partial Fulfilment

17 of the Requirements for the Strand

18 TECHNICAL,VOCATIONAL,LIVELIHOOD

19

20

21 Jay Mar Y. Baynos

22 October 2024

23
24 Chapter 1

25 THE PROBLEM AND ITS SCOPE

26 Rationale of the Study

27 communication is a crucial outcome of work immersion, which is

28 recognized as the capstone course for students in their final year of high school.

29 This particular study investigates the perceived effects of work immersion on the

30 communication abilities of students enrolled in the Grade 12 Technical-

31 Vocational-Livelihood (TVL) Home Economics Strand at selected senior high

32 schools within the Division of Cebu. The research included input from three key

33 groups: employers, supervisors, and the interns themselves. Through their

34 participation, these groups ranked the statement, "Communication skills of Grade

35 12 TVL-HE students are greatly enhanced because of work immersion," as the

36 highest priority regarding the development of communication skills among these

37 students.

38

39 The findings suggest a significant increase in the communication skills of Grade

40 12 TVL-HE students as a direct result of their engagement in work immersion.

41 This experience not only provides opportunities for practical learning but also

42 allows students to apply their knowledge in real-world settings, contributing to

43 their overall skill development. The work immersion program may offer invaluable

44 lessons and hands-on instruction that enhance the communication competencies

45 of Grade 12 TVL students.

46
47 Based on the report's insights, several recommendations are proposed for

48 nearby senior high schools that offer work immersion programs. These

49 recommendations aim to optimize the work immersion experience, particularly by

50 enhancing communication skills. By implementing these strategies, schools can

51 better prepare their students for future professional environments where effective

52 communication is essential. The study underscores the vital role of work

53 immersion in shaping students' abilities to communicate effectively, which is a

54 fundamental skill in today’s job market.

55

56

57

58

59

60

61

62

63

64

65

66 Theoretical and Conceptual Framework

67 Insert the figure here.

68

69
70

71

72

73

74

75

76

77

78

79

80

81

82

83

84 Theoretical – Conceptual Framework of the Study.

85

86 Social Learning Theory –

87 Social learning theory is the philosophy that people can learn from each other

88 through observation, imitation, modeling and even emotions. The concept,

89 proposed by Canadian-American psychologist Albert Bandura in 1977. The

90 study’s findings highlight the significant role work immersion plays in enhancing

91 the communication skills of Grade 12 TVL-HE students. By immersing

92 themselves in real-world work environments, students gain valuable practical

 93 experience, observing and learning from experienced professionals. The study

94 reminds us that work immersion requires an active participation of students and

95 involvement of communication activities that promote participation in speaking

96 tasks. The aims are to create a supportive, collaborative environment where

97 students can try out various types of communication and receive constructive

98 criticism as well as support from both mentors and peers. That way, work

99 immersion programs can be further capitalized and integrate in students the

100 significant communication skills they need to have when they enter on their

101 respective career fields.

102 Overall, this study highlights the importance of work immersion to hone

103 competencies in communication among students. Through offering students

104 several real-world opportunities for hands-on learning, educators can help them

105 grow into self-assured and successful communicators prepared to take on the

106 professional arena. The findings of this research can be a ready reference for

107 educators, practitioners within the field as well as policy-makers who essentially

108 wish to adopt proper work immersion programs so that the developmental needs

109 of students are addressed completely and they face all challenges of life, post-

110 school in better fashion.

111

112 Communication Accommodation Theory -

113 Communication accommodation is a communication theory which emphasis the

114 adjustments that people does while communicating. Howard Giles, the professor

115 of communication at the University of California, developed the theory which is

116 and according to him is when people try to emphasis or minimize the social

117 difference between the others whom they interact with. It also paves way on how

118 work immersion has been a great help in the development of communication

119 skills among Grade 12 TVL-HE students as revealed through this study. We

120 examined one process through which students manage expectations in the

121 workplace, using Communication Accommodation Theory as a lens (Giles &

122 Coupland, 1991). This study shows that work immersion is a good learning

123 mode because it can enhance the communication skills needed for

124 professionalism, transparency and adaptability. But it’s important to note that

125 communication accommodation can also be more nuanced and have an inherent

126 positive and negative side for students.

127 or the conceptual framework in general)

128 Statement of the Problem

129 The study aims to develop and implement blab la blab la blab la blab la

130 blab la blab la blab la

131 1. Iddentify blabla

132 1.1 blabla

133 1.2 bleble

134 1.3 blibli

135 1.4 bloblo

136 1.5 blublu

137 2. Create blabla

138 3. Evaluate blabla

139 3.1 blabla

140 3.2. bleble

141 3.3 blibli

142

143

144

145

146

147

148

149

150

151 Significance of the Study

152 This study sought to explore the perceived effects of work immersion on

153 the communication skills of Grade 12 TVL-HE students.

154

155

156 Scope and Limitations

157 Self-report bias may affect the study as it depends on students' subjective

158 perceptions, potentially leading to skewed results. The generalizability of the

159 findings is limited, as they may not accurately reflect the experiences of all Grade

160 12 TVL-HE students due to constraints in sample size and regional differences.

161 The subjectivity inherent in individual perceptions of communication skills and the
162 effects of work immersion complicates the ability to reach conclusive outcomes.

163 Additionally, the absence of a control group of students who did not engage in

164 work immersion hinders the ability to specifically assess the experience's impact.

165 Furthermore, external influences such as previous communication training,

166 personal experiences, and socio-economic status may also play a significant role

167 in shaping communication skills.

168 Limitations exist within this study. The reliance on self-reported perceptions from

169 students may introduce bias into the findings. Additionally, the results may not be

170 applicable to all Grade 12 TVL-HE students due to potential limitations in sample

171 size and variations across different regional contexts. The subjective nature of

172 individual perceptions regarding communication skills and the effects of work

173 immersion complicates the ability to draw clear conclusions. Furthermore, the

174 absence of a control group of students who did not engage in work immersion

175 makes it challenging to determine the specific effects of the experience. Lastly,

176 external factors such as previous communication training, personal experiences,

177 and socio-economic background may also play a significant role in shaping

178 communication skills.

179

180

181 Definition of Terms

182 The subsequent terms are defined operationally to enhance the clarity of

183 the current study.

184 Career Fields. ways of categorizing different types of jobs based on

185 common similarities.

186 Constructive Criticism. a type of feedback that offers specific and

187 actionable advice to help employees to improve.

188 Transparency. the quality of being easily seen through,

189 Inherent positive. refers to the belief that human nature has innate

190 tendencies towards goodness, growth, self-improvement, compassion, and

191 altruism.

192

193

194 Chapter 2

195 REVIEW OF RELATED LITERATURES AND STUDIES

196 This chapter reviews the different related studies and literature on which

197 this study stands, particularly blabla blabla blabla. (Note: arrange your studies

198 and literature by themes, at least 30 studies and literatures)

199

200 Theme 1

201 The examtion of lature for physics educators, particularly focusing on

202 junior high school teachers, highlights the crucial and ongoing role of training in

203 improving instructional effectiveness. Ventista & Brown (2023) advocate for

204 teacher professional development to enhance student outcomes, emphasizing

205 the necessity of targeted interventions in specific subject areas. (Note: add

206 pragraphs)
207

208 Theme 2

209 In the book of Freedman (2018), physics is elucidated as a systematic

210 exploration into the fundamental principles governing the natural world. This

211 encompasses the study of matter, energy, space, and time, with the overarching

212 goal of discerning the inherent laws governing the behavior of objects and

213 phenomena. (Note: add pragraphs)

214

215 Theme 3

216 The examtion of lature for physics educators, particularly focusing on

217 junior high school teachers, highlights the crucial and ongoing role of training in

218 improving instructional effectiveness. Ventista & Brown (2023) advocate for

219 teacher professional development to enhance student outcomes, emphasizing

220 the necessity of targeted interventions in specific subject areas. (Note: add

221 pragraphs)

222

223 Theme 4

224 In the book of Freedman (2018), physics is elucidated as a systematic

225 exploration into the fundamental principles governing the natural world. This

226 encompasses the study of matter, energy, space, and time, with the overarching

227 goal of discerning (Note: add pragraphs)

228

229 Theme 5
230 The examtion of lature for physics educators, particularly focusing on

231 junior high school teachers, highlights the crucial and ongoing role of training in

232 improving instructional effectiveness. Ventista & Brown (2023) advocate for

233 teacher professional development to enhance student outcomes, emphasizing

234 the necessity of targeted interventions in specific subject areas. (Note: add

235 pragraphs)

236

237 Clincher

238 In the book of Freedman (2018), physics is elucidated as a systematic

239 exploration into the fundamental principles governing the natural world. This

240 encompasses the study of matter, energy, space, and time, with the overarching

241 goal of discerning (Note: add pragraphs)

242

243

244

245

246

247

248

249

250

251

252
253

254

255

256

257

258

259

260

261

262

263

264

265

266 Chapter 3

267 RESEARCH METHODOLOGY

268 This chapter presents the study’s methodology, including the research

269 design, study environment, research participants, research instrument, data

270 collection process, data analysis, and ethical considerations.

271

272 Research Design

273 This study will use an evaluation research design, employing the

274 Kirskpatrick’s framework for blabla. chapter presents the study’s methodology,

275 including the research design, study environment, research participants,

276 research instrument, data collection process, data analysis, and ethical

277 considerations.

278

279

280

281

282

283 Research Environment

284 The study will conducted in blabla blabla. chapter presents the study’s

285 methodology, including the research design, study environment, research

286 participants, research instrument, data collection process, data analysis, and

287 ethical considerations.

288

289

290

291

292

293 Research Participants

294 The study participants in the blabla blablabla. chapter presents the study’s

295 methodology, including the research design, study environment, research

296 participants, research instrument, data collection process, data analysis, and

297 ethical considerations.

298
299

300

301

302

303

304 Research Instruments

305 The researcher will use different instruments following the phases in the

306 blabla. chapter presents the study’s methodology, including the research design,

307 study environment, research participants, research instrument, data collection

308 process, data analysis, and ethical considerations.

309 Interview Guide. chapter presents the study’s methodology, including the

310 research design, study environment, research participants, research instrument,

311 data collection process, data analysis, and ethical considerations.

312 Pedagogical Skill Rubric. chapter presents the study’s methodology,

313 including the research design, study environment, research participants,

314 research instrument, data collection process, data analysis, and ethical

315 considerations.

316 Attitude Towards Physics Teaching Questionnaire. chapter presents

317 the study’s methodology, including the research design, study environment,

318 research participants, research instrument, data collection process, data

319 analysis, and ethical considerations.

320

321
322 Data Gathering

323 chapter presents the study’s methodology, including the research design,

324 study environment, research participants, research instrument, data collection

325 process, data analysis, and ethical considerations. chapter presents the study’s

326 methodology, including the research design, study environment, research

327 participants, research instrument, data collection process, data analysis, and

328 ethical considerations.

329

330

331 Data Analysis

332 chapter presents the study’s methodology, including the research design,

333 study environment, research participants, research instrument, data collection

334 process, data analysis, and ethical considerations.

335

336

337 Ethical Considerations

338 The following ethical principles and components are considered in this

339 study:

340 Conflict of Interest. To preserve neutrality and guarantee the integrity of

341 the study, the researcher will declare any possible conflicts of interest.

342 Privacy and Confidentiality. The confidentiality and privacy of participants

343 will be safeguarded by securely storing and anonymizing all sensitive

344 information.
345 Informed Consent Process. After receiving thorough information regarding

346 the goals, methods, risks, and advantages of the study, participants will be able

347 to give their voluntary and informed consent.

348 Vulnerability of the Informants. Particular attention will be paid to possible

349 weak points in informants, guaranteeing fair and courteous involvement.

350 Recruitment. The researcher shall use ethical and transparent recruitment

351 procedures, and school authorities will grant the required authorization for

352 participation.

353 Risks and Benefits. A risk assessment will direct actions to reduce

354 possible dangers while emphasizing the advantages that participation may offer.

355 Incentives and Compensation. Participants' contributions will be

356 acknowledged through tokens, free from compulsion.

357 Community Considerations. Research methodologies shall be sensitive to

358 cultural differences and responsive to community needs.

359 Collaborative Study Term of Reference. It will be possible to collectively

360 establish roles, duties, and ethical commitments by having clear terms of

361 reference with stakeholders.

362

363

364

365

366

367
368

369

370

371

372

373

374

375

376

377

378