Abstract
This phenomenological study explored the lived experiences of Technical-Vocational-Livelihood (TVL) students participating in an in-house work immersion program at Café Novaleño in Novaliches High School during the academic year 2021-2022. The study aimed to understand the students' experiences, challenges, and learnings during their work immersion, particularly within the context of the school's innovative response to the limitations imposed by the COVID-19 pandemic. Using purposive sampling, ten Grade 12 TVL students were selected as participants. Data was collected through in-depth interviews and analyzed using Colaizzi's seven-step phenomenological method. The study revealed key themes aligned with the experiential learning cycle, including (1) Concrete Experience – hands-on engagement in café operations and customer service, (2) Reflective Observation – insights on adapting to workplace dynamics and responsibilities, (3) Abstract Conceptualization – understanding work ethics, time management, and professional conduct, and (4) Active Experimentation – applying acquired skills to future career decisions. The findings indicate that while students faced initial challenges in workplace adaptation and balancing academic responsibilities, the in-house work immersion program provided valuable opportunities for personal and professional growth. The study concludes with recommendations for improving work immersion programs, emphasizing structured supervision, pre-immersion training, and career counseling. Additionally, it highlights the necessity of developing a guidebook to standardize and enhance the implementation of in-house work immersion programs in similar educational settings.
