Work Immersion Readiness and Academic Performance among Computer Programming Students

Abstract

This quantitative study utilized a descriptive and correlational research design to examine the relationship between work immersion readiness and the academic performance of computer programming students within School A of Tagum City Division, Philippines. To ensure reliable and accurate results, the researcher included the entire population of 64 respondents. Data were collected using Google Forms, and statistical tools such as frequency, percentages, weighted mean, composite mean, Pearson’s r, and simple linear regression were employed for analysis. Findings indicated an equal distribution of respondents by sex, with 32 males and 32 females, each representing 50%. Most participants (78.1%) were 17 years old, with a frequency of 50. The study revealed that work immersion readiness significantly influences academic performance among computer programming students. Readiness levels prior to participation in the work immersion program were assessed in terms of personal attitude, technical skills, social skills, and organizational awareness, with categorical means of 3.25, 2.14, 3.37, and 3.45, respectively, all interpreted as “Proficient.” Further analysis demonstrated a significant relationship between work immersion readiness and academic performance, with a p-value of .000. The R-value of .436 indicates a positive, moderate correlation between the two variables. Simple linear regression showed that work immersion readiness significantly predicts academic performance, supported by F (1, 63) = 14.589, p < .000. The study suggests using its findings to implement orientation sessions that prepare computer programming students for work immersion and to develop comprehensive training guidelines for effective program execution. Additionally, fostering partnerships with more computer programming industries can enhance students’ exposure and commitment to the work immersion experience.