A 2026 study by Josepine P. Villanueva of Lyceum-Northwestern University and Umingan National High School, and Christopher L. Infante of Lyceum-Northwestern University, has found that the Senior High School (SHS) Work Immersion Program in Pangasinan, Philippines, is generally well implemented. The study assessed how students experienced the program across curriculum compliance, workplace preparation, progress assessment, supervision, and administrative support. The findings are important because Work Immersion is designed to connect classroom learning with real-world workplace experience and help students prepare for further education, employment, and career decisions.
Published in the International Journal of Applied Educational Research (IJAER) in 2026, the study surveyed 137 Senior High School students. Overall, students gave the Work Immersion Program a mean score of 3.61 out of 4, classified by the researchers as “Evident.” The strongest areas included curriculum implementation, administrative support, and supervision, while budgeting, coordination, and feedback systems emerged as areas where further improvement could strengthen the program.
Work Immersion Connects Education With Workplace Experience
Work Immersion is an important part of the Philippine K-12 education system. It gives Senior High School students an opportunity to experience workplace environments and apply knowledge and skills developed in school.
The researchers note that experiential learning can help students develop technical abilities as well as communication, teamwork, professionalism, punctuality, and workplace awareness. Exposure to actual work environments can also help students make more informed decisions about their future careers.
In the Philippines, Work Immersion is connected to the country's K-12 reforms. Republic Act No. 10533 expanded basic education, while DepEd Order No. 30, series of 2017, established guidelines for Work Immersion and emphasized life skills, career preparation, and readiness for postsecondary education or employment.
The study by Villanueva and Infante focuses specifically on how students perceive the implementation of the program, including whether schools follow the curriculum, prepare students adequately, monitor their progress, and provide sufficient administrative support.
Study Examined 137 Senior High School Students
Villanueva and Infante used a quantitative descriptive survey. The researchers collected student assessments and compared responses from male and female participants.
The respondents came from the Humanities and Social Sciences (HUMSS) strand under the Academic Track at a public Senior High School within the DepEd Schools Division Office II, Pangasinan. Of the 137 respondents, 60 were male and 77 were female. The participants were selected from a total population of 210 Work Immersion students.
The survey questionnaire was adapted from the Department of Education's Monitoring and Evaluation Tool for Work Immersion under DepEd Order No. 30, series of 2017. The researchers analyzed responses using average scores and measures of variation, then used a statistical comparison to determine whether male and female students assessed the program differently.
Students Rated the Program Positively
The overall findings show a consistently positive assessment across the five areas examined.
The scores were:
- Curriculum implementation and compliance: 3.63
- Work Immersion delivery process: 3.60
- Assessment of student progress: 3.56
- Supervision of Work Immersion: 3.58
- Administrative concerns: 3.64
All five areas were classified as “Evident” under the study's measurement scale. The overall composite score was 3.61, with a standard deviation of 0.63.
Curriculum implementation received particularly strong results. Students gave a 3.72 score to the statement that program objectives were achieved by the end of the semester. Following the curriculum guide properly received 3.62, while alignment between student specializations and Work Immersion partner institutions received 3.60.
The delivery process also received favorable assessments. Students reported that Work Immersion activities were based on competencies, with a score of 3.65, while feedback about student performance received 3.70. Preparation before the actual immersion received 3.50, suggesting an area where additional attention could further strengthen the student experience.
Facilities and Administrative Support Stand Out
Administrative support was another strong part of the program.
The highest individual score in the administrative category was 3.84 for accessibility of facilities and venues. Organized profiles of confirmed Work Immersion partners received 3.82, while parental consent and orientation for students and parents received scores of 3.76 and 3.74, respectively.
The study also found that students generally perceived the monitoring system positively. A clear monitoring plan involving the Work Immersion teacher, school partnership focal person, and school head received a score of 3.79.
However, the researchers identified several areas that could benefit from continued improvement. Budget allocation received a score of 3.26, while coordination, planning, and feedback systems received 3.39. These were among the lowest scores reported in their respective categories.
Male and Female Students Reported Similar Experiences
Another important finding was the absence of statistically significant differences between male and female students.
Male students gave the program an overall mean score of 3.62, while female students gave it 3.60. The statistical comparison produced a p-value of 0.51, indicating no significant difference between the two groups.
The same pattern appeared across all five dimensions. The p-values were greater than 0.05 for curriculum implementation, Work Immersion delivery, student progress assessment, supervision, and administrative concerns.
For Villanueva and Infante, the consistency of student assessments indicates that the Work Immersion Program provided a broadly similar experience for male and female participants. Their findings support continued attention to equitable student placement and program implementation.
Implications for Schools and Work Immersion Partners
The findings provide practical information for schools, teachers, administrators, and institutions that host Work Immersion students.
Schools can maintain the practices that students already view positively, particularly curriculum alignment, supervision, facility access, and administrative support. At the same time, stronger budgeting, coordination, and structured feedback could make the program more consistent.
The researchers recommend closer collaboration between schools and Work Immersion partner institutions. Better coordination can help streamline student placements, logistics, resource sharing, and performance feedback.
Villanueva and Infante emphasize that maintaining the program's existing strengths while improving budgeting, coordination, and feedback mechanisms can help provide students with a more consistent and supportive workplace-learning experience.
The study therefore presents Work Immersion not simply as a school requirement, but as an important link between education and workplace preparation. Its effectiveness depends not only on curriculum compliance but also on how schools, students, teachers, and partner institutions work together throughout the experience.
Author Profile
Josepine P. Villanueva is affiliated with Lyceum-Northwestern University in Dagupan City, Pangasinan, Philippines, and Umingan National High School under the DepEd Schools Division Office II Pangasinan. Her work in this article focuses on Senior High School education and Work Immersion program implementation.
Christopher L. Infante is affiliated with Lyceum-Northwestern University, Dagupan City, Pangasinan, Philippines. His contribution to the article focuses on education research and the implementation of Work Immersion programs.
Source
Article Title: Navigating Senior High School Students’ Work Immersion Program Exposures: Input for Implementation Enhancement
Authors: Josepine P. Villanueva and Christopher L. Infante
Journal: International Journal of Applied Educational Research (IJAER)
Publication Year: 2026
Volume: 4, No. 3, pp. 251–262
DOI: https://doi.org/10.59890/ijaer.v4i3.3
Official Journal: https://journalijaer.my.id/index.php/ijaer/index
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