Work Immersion Activities of Grade 12 Technical Vocational Livelihood Students

This study aimed to assess the work immersion activities of Grade 12 TVL students of Sta. Magdalena District, Division of Sorsogon Province for School Year 2023-2024. It employed the descriptive survey of research method in which a questionnaire and unstructured interview were used in gathering the data. It involved 189 Grade 12 TVL students. Frequency, rank, and weighted mean were utilized as statistical tools in analyzing the data. The findings revealed that the status of work immersion of the students when grouped according to the area of specialization in terms of activities, requirement preparation, portfolio preparation, and school orientation are the top rank experienced by the students respectively. In relation to the actual number of training hours, almost all the students agreed that they have experienced 80 hours or more. In terms of the nature of activities, most students’ experiences are in relation to their specialization. Relative to industry support, medical assistance, free meals, and transportation were experienced by the students. The training activities implemented by the work immersion industry partner along with identified specializations, As perceived by the hairdressing and carpentry students, their industry partner have given them all the training activities prescribed in the work immersion while in agricultural crop production, computer system servicing, electrical installation maintenance, event services management, and plumbing, the industry partner gave greater emphasis on the fundamental skills and in safety protocols. The TVL students are very much satisfied with work immersion activities along with cookery, electrical installation maintenance event services management, and plumbing. However, the students in agricultural crop production, hairdressing, carpentry, and computer system servicing are much satisfied with their work immersion activities. The five most critical problems encountered by the students during their work immersion activities are inadequate supplies, tools, equipment, and facilities with frequency, no proper monitoring on the status of activities done, activities given were not all strand-related, the designated tasks are very limited and is no proper orientation or instruction of activities, respectively. It was recommended that the school may improve the status of work immersion of the students by introducing varied activities appropriate to the specialization and its nature, increasing the actual number of hours, and establishing linkages with other industries. The school may conduct regular dialogue and close monitoring with the industry partners to provide relevant work immersion activities to the students. The school may continuously implement the training activities provided by industry partners in which the students are very much satisfied and enhance to a higher level of satisfaction those activities identified by the students. The work immersion coordinators may address the most critical problems encountered by the students during their actual placement activities.