Work Immersion Competencies of Humanities and Social Sciences (HUMSS) Students in Relation to their Readiness in Authentic Working Environment

This study aimed to determine the work immersion competencies of Humanities and Social Sciences (HUMSS) students in relation to the authentic working environment. A Questionnaire on Students’ Self-Evaluation Before and After the Immersion, a 20-item Revised Questionnaire, was administered to 155 student respondents. Questionnaire No. 2, a 20-item Revised Questionnaire, was administered to the different service providers, and Questionnaire No. 3 was answered by the teacher respondents to determine the students’ level of readiness. The levels of work competencies before and after immersion, the levels of work competencies based on the service providers' evaluation, and the level of students’ readiness based on the teacher's evaluation were determined using the Mean Score. As interpreted, 1.01-1.75 for Needs Intervention, 1.76-2.50 for Needs Development, 2.51-3.25 as Proficient, and 3.26-4.00 as Exemplary. A T-test was used to determine the significant difference among the work immersion competencies of Humanities and Social Sciences (HUMSS) students when compared according to their self-evaluation before and after the immersion and the service providers’ evaluation. A Z-test was used to test the significant relationship between the work immersion competencies of Humanities and Social Sciences (HUMSS) students when compared according to their self-evaluation before and after the immersion and the service providers’ evaluation. The Pearson Moment of Coefficient was used to obtain the relationship between the work immersion competencies of Humanities and Social Sciences (HUMSS) students before the immersion, after the immersion, and service providers’ evaluation in relation to their readiness in an authentic working environment. The results revealed that the levels of work competencies of Grade 12 HUMSS students after the Immersion Program when grouped according to Concept and Principle Appreciation, Technical Skills and Skill Enhancement, Communication and Human Relations Skill Enhancement, Work Habits, Attitude, and Appreciation for Work Development were considered proficient. Based on the outcome of the study, there is a significant difference in the work immersion competencies of Humanities and Social Sciences (HUMSS) students when compared according to their self-evaluation before and after the immersion and the service providers’ evaluation. Thus, the Immersion Program significantly contributed to the development of the Grade 12 HUMSS students. As a result of the research, there is a significant relationship among the work immersion competencies of Humanities and Social Sciences (HUMSS) students before the immersion, after the immersion, and service providers’ evaluation in relation to their readiness in an authentic working environment. The results imply that the performances of the students inside the school can be correlated with their performances when it comes to the actual workplace.