I. Research Title : WORK IMMERSION DELIVERY MODEL “A”: IT’S SCHOOL SCHEDULE, PARENTS INVOLVEMENT, STUDENTS SELF RATING AND PARTNERS INSTITUTIONS PERFORMANCE FEEDBACK (ACTION RESEARCH) II. Proponent
: Dr. Leslie Elisa S. Cobilla
III. Implementing Agency (ies): SLSU- CTE SENIOR HIGH SCHOOL IV.Collaborating Agency (ies): V.Project (PPS) Duration:October 2017-march 2018(6 months) VI.Proposed Budget:Php 50,000.00 VII. Research Agenda:
Introduction:
According to Department of Education Order No. 30 s. 2017, one of the goals of the K to 12 Basic Education program is to develop in learners the competencies, work ethics and values relevant to pursuing further education and or joining the world of work. In order that the nations development target will be realized and to achieve greater congruence with the basic education, work immersion is a required subject that has been incorporated in the curriculum. Under Annex A of Work immersion Curriculum Guide, it was emphasized that through work immersion, students are exposed to and become familiar with work related environment related to their field of specialization to enhance their competence .This is for the purpose that the students can relate directly to their postsecondary goal. Based from these facts, this study claim on the focus of the objectives of work Immersion that by the time learners reach senior High School, they would have already acquired almost all the competencies and skills that would prepare them for the curriculum exits (higher education, employment, middle-skills development and entrepreneurship) Work immersion provides them with an avenue to test themselves and apply what they have learned in a non-school scenario. In work immersion, learners are not only able to apply their previous training but are also able to experience the social interactions in a work environment. Their experiences during work immersion will develop many skills and values that would help them as they transition from high school to real life. In addition, Dep.Ed. Order No. 40,s.2015 believed that in order to achieve its desired goals and objectives work immersion needs to establish partnerships for work immersion opportunities for students among others. There are many different delivery models offered by Dep. Ed to be chosen according to learners purposes, needs and partnership arrangement yet great challenges are being faced by many internal stakeholders .Many authors and legal basis has similar concepts of work immersion(Baldoz,2016,Dep.ed. 2017) 16-18 years old students should undergo at least 80 hrs for work immersion. However, many challenges cropped in its implementation which the internal stakeholders like school, teachers, parents ,students and partner institutions concern on the achievements of the objectives remains a challenge .Schools face challenges on the effect
whether their chosen models can really have a positive outcomes specifically on the students performances. Hence, this study will focus on the schedule use under Model A, parent’s involvement, Work Immersion Self-rating of students and Partner Institutions’ performance feedback towards the students based on the Work immersion objectives. This research is believed to be a great contributions to curriculum revision and development specifically on the content of Work immersion subject .Output of this could be an enhanced students output through well design content entries on portfolio based on the work immersion objectives fitted to the situations which promote competencies on knowledge, skills an attitudes by the school and the partnering institutions.
Research Problems/ Objectives: 1. What is the schedule use of the schools following Delivery Model A scheme? 2. What is the level of involvement extend by parents following Delivery model A scheme? 3. What is the level of performance of students based on their self-rating? 4. What is the level of student’s performance according to the partner institution feedback? 5. Is there a significant relationship between the schedule use of the schools following Delivery Model A scheme to the level of performance of students based on self-rating and level of student performance according to the partners institutions feedback? 6. Is there a significant relationship between the level of involvement extend by internal stakeholders to the level of performance of students based on their self-rating and the level of students performance according to the partner institution feedback?
CONCEPTUAL /THEORETICAL FRAMEWORK:
Experiential Learning Theory
DepEd Order No. 30 S. 2017
Student/Work Immersion Self Rating
Parents Involvement
WORK IMMERSION DELIVERY MODEL A for STEM and HUMMS Schedule
Partner Institutions Feedback
Curriculum Enhancement /Manual /Workshop Based on CHED College Readiness Standard
This study will be using DepEd order No. 30 S. 2017, Guidelines in the Implementing Work Immersion. According to Department of Education Order No. 30 s. 2017, one of the goals of the K to 12 Basic Education program is to develop in learners the competencies, work ethics and values relevant to pursuing further education and or joining the world of work. In order that the nations development target will be realized and to achieve greater congruence with the basic education, work immersion is a required subject that has been incorporated in the curriculum. Under Annex A of Work immersion Curriculum Guide, it was emphasized that through work immersion, students are exposed to and become familiar with work related environment related to their field of specialization to enhance their competence .This is for the purpose that the students can relate directly to their postsecondary goal.
On the other hand, Experiential Learning Theory, defines as the process whereby knowledge is created through the transportation of experience. Knowledge results from the combination of grasping and transforming experience (Kolb, 1984, p. 451.) Learning is best facilitated by a process that draws out the learners’ beliefs and ideas about a topic so that they can be examined, tested and integrated with new, more refined ideas. Piaget called this proposition constructivism-individuals construct their knowledge of the world based on their experience. Learning is not just the result of cognition but involves the integrated functioning of total person-thinking, feeling, perceiving and behaving. It compasses other specialized models of adaptation from the scientific method to problems solving, decision making and creativity. In Piaget’s terms, learning occurs through equilibrium of dialectic process of assimilating new experiences into existing concepts and accommodating existing concepts of new experience. According to Cruz 2015, it is expected that students after immersion who will go to higher education must possess the CGED College Readiness Standards. It is combination of knowledge, competencies and reflective thinking necessary for K to 12 graduates to participate and succeed without remediation in entry level undergraduate courses in higher education.
METHODOLOGY: This action research will use quantitative and qualitative data which will be obtained through triangulation among the answered questionnaire, interview and portfolio analysis and interpretation. The research environment will be in the Senior High School within So. Leyte offering academic tracks of both STEM and HUMMs under Delivery Model A. Respondents will be chosen with the use of purposive random sampling. The research instruments will be adapting questionnaires from Dep. Ed. Order 30, s. 2017 Curriculum Assessment Tool and Experiential Learning Course. For the interview, the researcher will interview the school, teachers, parents, students themselves and the heads of partnering institutions. The gathering of data will follow the three step procedures. First is the construction of adapted questionnaires, then respondents will be interviewed and relevant data will be drawn. Finally, for the statistical tools, the researcher will use the frequency counts, weighted mean and percentages and for the portfolio entries, thematic analysis based on the objective of work immersion will be done.
References Memoranda and Orders Baldoz,Rosalinda (2016).Labor Advisory No.08,s. 2016.Protection for Senior High School Students and K to 12 Work Immersion Program. Cruz, Isagani R 2015 Teaching Senior High School Retrieved from K to 12 http://kto12plusphilippines.com/wp-content/uploads/2015/06/CEFI-SHS-teachersLos-Banos-2015.pdf Dep.Ed.Order No.8, s .2015.Learners Performance .Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program.
Dep.Ed.Order No .40, s .2015. Guidelines on K to 12 Partnership Dep.Ed. Order No. 30, s .2017.Guidelines for Immersion Annex A. work immersion Curriculum Guide Annex F. Work Immersion Monitoring and Evaluation Tool
SCHEDULE AND DETAILS OF ACTIVITIES: October, 2017
Pre-immersion activity 1. Meeting with parents and Students on work Immersion concerns and important matters, this is also the time of identifying research respondents.
. 2. Listing of partner Institutions where students live, this is also the time of identifying research locale and applying sampling technique November 2017
Proper Immersion Activity Making of questionnaires, gathering of data
December, 2017
Post immersion Activity Retrieving of data
Jan and Feb 2018
Statistical analysis, result discussion, interpretation findings, recommendation and conclusion
March, 2018
Making of final manuscript of the action research
and making of
Expected Output/Deliverables:
1.
Planning, crafting and curriculum revision on implementation of work immersion subject. 2. Making of work immersion manual for delivery model A scheme. 3. Training workshop for teaching work immersion.
Budgetary Requirement:
ITEM PLEASE PROVIDE ALL REQUESTED INFORMATION. USE
COUNTERPART FUNDING (IN PHP)
ADDITIONAL SHEET IF NECESSARY
Venue Rentals Accommodation
600 x 7 x 2 = 8, 400
Food
200 x 10 x 2 = 4, 000
Honoraria
10, 000
Transportation
100 x 15 x 2 x = 3, 000
Materials
10, 000
Communications
2,000
Research
7, 600
Miscellaneous
5, 000
Total
50, 0000
