The immersion performance is studied to determine whether further intervention is necessary to help augment the current Senior High School (SHS) curriculum. Hence, this study aims to examine the performance of the technical vocational livelihood trainees. Seventy-one trainees were distributed to different partner companies and studied using a complete enumeration in the comparative survey design. The Department of Education's (Dep Ed) Guidelines for Work Immersion survey questionnaire was adopted. The data were analyzed using the Scheffe test that compared the categorical data concerning the level of competency when grouped according to specialization. The independent t-test and One-way ANOVA have been utilized to get a significant difference between the male and the female trainees' performance. Findings revealed that trainees were very satisfactory in all competencies. The study showed that crop and animal trainees did not differ significantly but had significantly higher competency than the trainees in food technology except in attendance and punctuality. With the difference at the 1% level, female trainees perform better than male trainees in terms of attendance and punctuality, productivity/resilience, initiative/proactive, and attitude. The competencies in teamwork, communication, judgment/decision making, dependability/reliability, and professionalism were also found significant at a 5% level where female trainees have higher competency than male trainees. This finding implies that male trainees need more attention, mentoring, and monitoring than their counterparts. It is recommended that the University's administrator view this feedbacking results to countercheck if the trainees' coordinator has dutifully followed the curriculum. These responsible people are expected to thoroughly develop trainees' life-long skills, work ethic, and values necessary to facilitate the transition to the workplace.

Keywords : Competency bands, SHS Curriculum, Intervention, Learning skills.