Barriers to Work Immersion and Skill Development Among Home Economics Students With and Without Communicable Disease Diagnoses

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{"abstract":"Work immersion serves as a core component of Senior High School (SHS) Home Economics curricula, created to connect classroom instruction with real-world industry practice and build practical skills. However, diagnoses of communicable diseases—most notably Hepatitis B and Tuberculosis (TB)—may affect placement processes due to institutional health screening requirements, particularly in certain immersion venues. This study used a quantitative cross-sectional research design to: (1) identify barriers that prevent students from participating fully in immersion activities; (2) compare immersion experiences and skill development levels between students with communicable disease diagnoses and those without; and (3) evaluate how placement-related restrictions and access to preferred sites relate to learning experiences. Participants included 82 Grade 12 Home Economics students selected through purposive sampling. Data were gathered using a validated structured questionnaire and analyzed using descriptive statistics, independent samples t-test, and chi-square test, with assumptions of normality assessed prior to inferential testing. Results showed that students with communicable disease diagnoses (M = 4.08, SD = 0.42) and those without diagnoses (M = 3.96, SD = 0.54) did not differ significantly in immersion experiences and skill development, t(80) = -0.742, p = 0.460, with a small effect size (Cohen’s d = -0.232). Meanwhile, overall barriers to work immersion were rated high (M = 3.49, SD = 0.68), indicating that learners experienced notable challenges in placement and access to immersion sites. Findings from this study are intended to guide evidence-based support strategies, inclusive immersion policies, and health-sensitive educational planning while maintaining workplace safety and non-discriminatory educational practices.","abstract_source":"original","authors":["Glaiza Mariez Santos","Mischelle Guindulman-Tamayo","May Flor Huera","Luiza Layaguin","Jonald Pimentel"],"date":"2026-07-21","doi":"10.70838/pemj.600504","id":8588,"issue":5,"journal":{"issn":"2822-4353","name":"Psychology and Education: A Multidisciplinary Journal"},"pdf_sha256":"6bf7725834ea1e6e71558016c576cb070f930504c06ae5cb8082e87d2011eb1d","schema":"scimatic-article/1","title":"Barriers to Work Immersion and Skill Development Among Home Economics Students With and Without Communicable Disease Diagnoses","volume":60}

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printf '%s' "$(curl -s https://scimatic.org/nft/articles/8588.json | jq -r .canonical_record)" | sha256sum

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  -d '{"jsonrpc":"2.0","id":1,"method":"eth_call","params":[{"to":"0x0E596B4bb924937aA35D9b342A90347ed6F05eF8","data":"0xf3e0c290000000000000000000000000000000000000000000000000000000000000218c"},"latest"]}'

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