Evaluation of the Implementation of the Work Immersion Program for Grade 12 TVL-ICT-CSS Students in Selected Public Senior High Schools in Ilocos Norte

This study evaluated the implementation of the Work Immersion Program (WIP) for Grade 12 TVL-ICTCSS students in public senior high schools under the Schools Division of Ilocos Norte (SDOIN). Specifically, it assessed the pre-immersion activities implemented by the schools, examined the effectiveness of WIP implementation in terms of curriculum compliance, work immersion delivery, progress assessment, and supervision, and determined the strengths and weaknesses of the program.
Data were collected using a validated survey questionnaire, while qualitative information was gathered through semi-structured interviews. Quantitative data were analyzed using frequency counts, percentages, and means, whereas qualitative data were coded systematically to identify themes and categories through thematic analysis.
A total of 226 purposively selected participants took part in the study, including 208 CSS students, 9 immersion teachers/coordinators/CSS teachers, and 9 school principals/head teachers.
Findings revealed that key pre-immersion activities—particularly career guidance and counseling sessions—were fully implemented (100%), indicating strong institutional support for student career preparation. There was also a high participation rate (91.71%) in agreement signing, partner orientation, mock interviews, résumé workshops, legal briefings, and documentary completion, demonstrating substantial compliance with DepEd Order No. 30, s. 2017. However, orientations on immersion guidelines, safety protocols, and professionalism were implemented less consistently (71.43%), partly due to limitations in local partnerships in one school and the non-participation of some students in work immersion. The issuance of work immersion handbooks registered the lowest implementation rate (45.62%), reflecting limited access to essential reference materials.
Despite these gaps, respondents perceived the WIP as highly effective, with an overall mean rating of 3.77. Teachers reported slightly higher satisfaction (3.89) than students (3.65), although both groups expressed strong agreement on most indicators. The lowest-rated indicator (3.42) highlighted the need to strengthen the alignment between immersion activities and CSS competencies. Student interview data further indicated a mismatch between assigned tasks—often involving basic ICT or clerical work—and the technical skills required in the CSS specialization, such as computer assembly, repair, and networking.
Overall, while the WIP was perceived as effective, the findings underscored the need for improved competency alignment, enhanced orientations on safety and professionalism, and better distribution of program materials to ensure meaningful, industry-relevant, and skill-based immersion experiences for CSS students.

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