Workplace Exposure and Task Performance During Work Immersion as Predictors of Perceived Employability Skills Among Grade 12 Learners in Cabacungan National High School, Division of Surigao del Sur: A Predictive-Correlational Approach
DOI:
https://doi.org/10.5281/zenodo.22970557Keywords:
workplace exposure, task performance, work immersion, perceived employability skills, Grade 12 learners, work readiness, predictive-correlational research, senior high school, Surigao del SurAbstract
This study examined workplace exposure and task performance during work immersion as predictors of perceived employability skills among Grade 12 learners in Cabacungan National High School, Division of Surigao del Sur. Employing a quantitative predictive-correlational research design, the study involved 30 Grade 12 Home Economics learners who had participated in work immersion, with purposive sampling and total enumeration applied to the identified section. Data were gathered using an adapted learner questionnaire and analyzed through weighted mean, standard deviation, rank ordering, Pearson product-moment correlation, and multiple linear regression. Results showed very high levels of workplace exposure (M = 3.4667, SD = 0.2782), task performance (M = 3.4306, SD = 0.3269), and perceived employability skills (M = 3.4000, SD = 0.3506). Workplace exposure was positively and significantly related to perceived employability skills (r = .5715, p = .0010), while task performance demonstrated a strong positive and significant relationship with perceived employability skills (r = .7061, p = .000013). Workplace exposure and task performance were also strongly and significantly related (r = .8157, p < .001). Multiple regression revealed that the two predictors jointly explained 49.9% of the variance in perceived employability skills, F(2, 27) = 13.43, p = .000089. Task performance emerged as a significant predictor (B = .7696, p = .005), whereas workplace exposure was not significant when task performance was controlled (B = -.0169, p = .955). These findings emphasize that effective task performance during work immersion is particularly important in explaining learners’ perceived employability skills and overall work readiness.
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