An Evaluative Study of the Experiential Learning of Immersion Students Through the Convergent Parallel Approach
DOI:
https://doi.org/10.65339/ijsair.V2.I1.134Keywords:
Experiential Learning, Mixed-Methods, Program Success, Senior High School Students, Work Immersion, Workplace ReadinessAbstract
This study evaluated the success of the work immersion program among Grade 12 students at Holy Cross of Mintal, Inc., focusing on experiential learning as a determinant of program effectiveness. Anchored on Kolb’s Experiential Learning Theory, the study employed a convergent parallel mixed-methods design integrating quantitative and qualitative approaches. Data were collected from all eligible students using a 23-item Likert-scale questionnaire and from 15 selected participants through open-ended questions and unstructured interviews. Quantitative data were analyzed using descriptive statistics, correlation, and regression, while qualitative data were examined through thematic analysis. Findings revealed a high level of experiential learning, with concrete experience rated very high and other dimensions rated high. The work immersion program was generally perceived as successful, particularly in pre-deployment activities and adviser monitoring, although inconsistencies were observed in partner institution cooperation. A strong and significant relationship between experiential learning and program success was identified, with reflective, applying, and concluding experiences emerging as key predictors, explaining a substantial portion of program success. Qualitative results supported these findings, highlighting students’ development of responsibility, professional identity, and workplace adaptability, while also identifying gaps in pre-deployment readiness and industry coordination. The study concludes that the effectiveness of work immersion depends on deeper cognitive engagement, particularly reflection and application, rather than mere exposure. It recommends strengthening reflective practices, improving industry collaboration, and enhancing pre-deployment preparation. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals) by promoting effective experiential learning and school-industry collaboration. It contributes to educational, institutional, and socio-economic sustainability by improving curriculum implementation, workforce readiness, and alignment between academic training and industry demands.
References
Aarkrog, V. (2021). The transfer of learning between school and the workplace: Challenges and opportunities in vocational education. Journal of Vocational Education & Training, 73(1), 1–18. https://doi.org/10.1080/13636820.2020.1760335
Bates, G. W., & Arasaratnam-Smith, L. A. (2021). Refining the experiential learning cycle: The role of structured reflection in work-integrated learning. International Journal of Work-Integrated Learning, 22(3), 267–281. https://www.ijwil.org/publications/IJWIL_22_3_267_281.pdf
Billett, S. (2021). Learning through healthcare work: Premises, contributions and practices. Journal of Clinical Nursing, 30(11–12), 1493–1502. https://doi.org/10.1111/jocn.15574
Chen, Y., & Martinez, R. (2023). Bridging the gap: The role of active application in enhancing the perceived success of internship programs. Journal of Career and Technical Education, 38(1), 55–74. https://doi.org/10.21061/jcte.v38i1.a3
Davis, R. (2021). Student adjustment to workplace environments in experiential learning contexts. Educational Research International.
Department of Education. (2017). Policy guidelines on work immersion (DepEd Order No. 30, s. 2017).
Figueras, C. A., & Mendoza, J. P. (2020). Challenges in senior high school work immersion programs: A Philippine perspective. Asia Pacific Journal of Education, Arts and Sciences, 7(3), 45–52.
Harrison, P. T., Lee, D. M., & Gonzales, R. S. (2022). From student to practitioner: The role of applied learning in vocational education. Journal of Experiential Education, 45(3), 210–225. https://doi.org/10.1177/10538259221145678
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.
Koo, H. J., & Kim, S. (2022). The predictive power of reflective practice in vocational high school work-integrated learning. Journal of Vocational Education, 41(4), 112–130. https://doi.org/10.1016/j.jve.2022.09.004
Lee, J. H., & Park, S. (2023). The impact of high-fidelity work environments on soft-skill development in vocational education. Journal of Experiential Education, 46(2), 155–172. https://doi.org/10.1177/10538259221123456
Macalintal, I. L., & De Chavez, C. M. (2020). Assessing the senior high school work immersion with partner industries: Basis for supervisory work plan. JPAIR Multidisciplinary Research Journal, 39(1), 112–129.
McBeath, M. L., Drysdale, M. T., & Bohn, N. (2021). Work-integrated learning and the importance of pre-placement preparation for student success. International Journal of Work-Integrated Learning, 22(1), 89–105. https://www.ijwil.org/publications/IJWIL_22_1_89_105.pdf
Myers, M. D. (2009). Qualitative research in business and management. Sage Publications.
Nguyen, T., Bennett, D., & Sundrup, J. (2023). Exploring the relationship between reflective practices and professional identity development in high school internships. Journal of Vocational Education & Training, 75(1), 88–109. https://doi.org/10.1080/13636820.2023.2165541
Smith, J. A., Brown, L. K., & Cruz, M. R. (2022). Industry mentorship and student employability in work-integrated learning programs. International Journal of Work-Integrated Learning, 23(2), 145–160.
Suleman, F., Laranjeiro, A. M., & Figueiredo, M. C. (2021). The role of work-based learning in developing employability: A mixed-methods study. Higher Education, Skills and Work-Based Learning, 11(4), 882–897. https://doi.org/10.1108/HESWBL-06-2020-0125
Thompson, L., & Williams, C. (2024). Predictors of employability: A regression analysis of experiential learning stages in senior secondary students. International Journal of Educational Research, 123, 102–118. https://doi.org/10.1016/j.ijer.2024.102315
Vansloyten, A., Stoffels, M., & Zitter, I. (2022). Professional identity formation in work-based learning: A systematic review of qualitative evidence. Educational Research Review, 35, 100421. https://doi.org/10.1016/j.edurev.2021.100421
Zegwaard, K. E., & Rowe, A. D. (2023). Advancing the development of professional identity through work-integrated learning. International Journal of Work-Integrated Learning, 24(1), 1–14. https://www.ijwil.org/publications/IJWIL_24_1_1_14.pdf
