The Academic Performance of Working Students 1669380825

COLLEGE OF BUSINESS AND ENTREPRENEURIAL TECHNOLOGY
OFFICE ADMINISTRATION DEPARTMENT 2
THE ACADEMIC PERFORMANCE OF WORKING STUDENTS

AT RIZAL TECHNOLOGICAL UNIVERSITY
An Undergraduate Thesis
Presented to the Faculty of the
College of Business and Entrepreneurshipl Technology
RIZAL TECHNOLOGICAL UNIVERSITY
Mandaluyong City
In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Science in Office Administration
By:
Cardiño, Mae Claire S.
November 2022
CHAPTER I
THE PROBLEM AND ITS BACKGROUND
Introduction
Education is an intentional process with certain goals in mind, such as
knowledge transmission or the development of abilities and moral character.
Development of comprehension, reason, generosity, and honesty are only a few of
these objectives. To distinguish education from indoctrination, several studies
emphasize the importance of critical thinking. We may fulfill all of our aspirations
since education is the most potent tool we could possibly possess. Through life, it
aids in information acquisition and confidence development. In terms of both our
personal and professional development, it is quite important. Everyone can receive
an education at any moment; there are no age restrictions. Determining what is
good and bad for us is aided by this. We need people to continue to learn and
research in order to constantly stay innovative. also, tend to be in better economic
situations. With a more educated population, more employment opportunities are
opened.
The Congressional Commission on Education (EDCOM) has recognized
the crucial importance of Education when it stated in the preface to the
official EDCOM report: “Education is essential to our life as a nation. This is the
truism that bears endless repetition”

As stated in the 1987 Philippine Constitution, Article XIV, Section I
that : “The State shall protect and promote the right of all citizens to
quality education at all levels, and shall take appropriate steps to
make such education accessible to all”.
Academic performance of working student achievement across various academic
subjects. Teachers and education officials typically measure achievement using
graduation rates, classroom performance and results from standardized tests.
Working students are those students who work outside the school and have
a school responsibility too. There are many good reasons for students to work
outside of the classroom at home. One of them is that they desire to assist their
parents in generating income so that their family's requirements can be met. These
could include things like their basic requirements for food, shelter, clothes, and
education. Others desire to work because they are bored at home and believe that
by doing so they would be able to pass the time. Somehow the others work for
their personal interests. That is, they want to use what they have acquired in
school and feel fulfilled just to apply whatever knowledge they have gained in the
past. Money or financial gain is not the main issue but simply an expression of
self-fulfillment.
Students who are engaged in a job have to carry out their duties and
responsibilities both as students and workers in order to maintain school and
company relationships. Students who had stayed at home with their parents were
often eager to get a job. Some really needed extra income and others wanted to
re-establish communication skills with adults and have something to make them
busy. The successful working students have examined their goals and priorities
before they entered the field of work.
The researcher pushed to conduct this study because of the curiosity about
how working students cope with their school duties and responsibilities while
having part-time jobs.
Theoretical Framework
The study was based on the Theory of Academic Performance by Atkinson
( e.g., Atkinson, 1996; Weiner, 1967 ) According to Atkinson, educators generally
agree that a major variable affecting academic performance is motivation.
However, as important as a motivational variable may be in understanding,
predicting, and controlling classroom performance, there is a paucity of information
and theory associated with them.
There are many theories of human motivation, but little attempt has been
made to extend this theory in a systematic way to educational situations.
Furthermore, the occasional application of psychological theory to education has
not typically eventuated in the theory of academic motivation a unified and
coherent body of information. As a result, there is very little in the way of
motivation theory that clearly helps academic performance.

This situation is not without hope, however. The work of several theories
has shown promise of evolving postulates and hypotheses relevant to the
teaching-learning process. Prominent among these is the theory of academic
motivation, particularly as formulated by Atkinson. This theory has provided a
productive approach to a variety of behavioral phenomena; thus it has been
suggested that it may also give direction to educationally relevant research.
The cited theory is relevant to the present study since it aimed to determine
the academic performance of the working students at Rizal Technological
University.
Research Paradigm
INPUT PROCESS OUTPUT
Profile of the  Construction

Respondents
 Age and Validation
 Gender of
 Parents’
Educational Attainment Questionnaire-
 Number of Plan of Action to
Checklist
working hours Enhance the
a day  Administration
 Field of Work Academic
of the
Performance of the
Academic Questionnaire-
Performance of Working Students
Checklist
Working Students
 Class  Data Gathering
Participation  Analysis and
 Task
Performance Interpretation of
 Comprehensio Data
n
Figure 1 - Research Paradigm

Conceptual Framework
This study was guided by Coombs’ Systems Approach utilizing the input,
process, and output models. The first frame refers to the input which includes the
working students as respondents of the study described in terms of age, sex,
sibling position, parents' educational attainment, monthly family income, and
academic performance.
The second frame refers to the construction and validation of questionnaires
on the academic performance of working students. Data gathering, analysis, and
interpretation of data. The third frame refers to the output of the study which is a
plan of action to enhance the academic performance of working students at Rizal
Technological University. The line from the output frame connecting the process
and input presents feedback. It indicates that whatever will be the output or the
response may get, this means that there is a continuous process.
Statement of the Problem
This study aimed to determine the academic performance of working students
at Rizal Technological University.
Specifically, this study attempts to answer the following questions.
1. What is the profile of the working students with regard their:
1.1 age;
1.2 gender;
1.3 parent’s educational attainment;
1.4 number of working hours a day; and
1.5 field of work;
2. What is the academic performance of the working students as with respect
to:
2.1 class participation;
2.2 task performance; and
2.3 comprehension;
3. Is there a significant difference in the academic performance of the working
students when grouped according to profile?
4. What action plan may be prepared to enhance the academic performance
of the working students?
Hypothesis
The study tested the null hypothesis that there is no significant difference on
the academic performance of the working students when grouped according to
profile.
Scope and Delimitations of the Study
This study was conducted to determine the academic performance of the
working students at Rizal Technological University as perceived by the working
students in Office Administration during the school year 2022 – 2023.
This study is the limited observation of about one hundred-thirty (120)
students at Rizal Technological University, Mandaluyong city, who are working.
The researchers concentrated on how working students improve their academic
performance while having part-time jobs.
Significance of the Study
This study will be beneficial to the following:
Curriculum Planners. They will be guided in the revision, enrichment,
modification, and strengthening of the curricula to meet the needs of the clientele.
School Administrators. It will guide them to come up with a scheme to
help students who have difficulty paying on time their tuition fees and some school
financial requirements.
Working Students. This study will serve as their guide on how to become
good and responsible students, especially for the students having a family soon,
because they will be able to carry out their responsibilities and duties as wives and
possibly work.
Guidance Counselors. It will help them find ways to counsel and guide
students who are found to be laden with problems because they are working
students.
Parents. It is important to the parent, especially to those parents who work
outside the home for they will be able to know the effects it may bring on having a
son or daughter having a part-time job.
Future Researchers. The proposed study will benefit and help the future
researcher as their guide. The study can also open in the development of this
study.
Definition of Terms
The following are the operational definitions used in this study to improve
the introductory statement;
Academic Performance. The outcome of education, the extent to which a
student, teacher or institution has achieved their educational goals. One of the first
few authors to explore the relationship between student
attendance and exam performance. (Ballotpedia, 2014)
Budget . A budget is an estimate of income and expenditures for a given
future period of time, and it is often created and updated on a regular basis. A
individual, a group of people, a corporation, a government, or pretty much anything
else that makes and spends money can all have budgets. (Dotdash, 2018)
Class. A group of students attending a specific course or lesson
Duty. It is an obligation task, conduct services or function that arises from
one’s position in life or in a group.
Education. It is the process of facilitating learning, or the acquisition
of knowledge, skills, values, beliefs, and habits. Educational services are often not
tangible and are difficult to measure because they result in the transformation of
knowledge, life skills and behavior modifications of learners. (M. Zhou, 2015)
Employment. It is a relationship between two parties, usually based on
a contract where work is paid for, where one is the employer and the other is
the employee. (Ristau, 2010)
Feedback. It occurs when outputs of a system are routed back as inputs as
part of a chain of cause-and-effect that forms a circuit or loop.
Interpretation. It is the action of explaining the meaning of something.
Job. A task or piece of work, especially one that is paid.
Money. Any object or method of exchange that is accepted by individuals
as payment for goods and services or as a means of debt repayment is known as
money. The existence of money is what keeps the world turning. (Kelly, 2020)
Participation. Sharing something in common with others.

Performance. Performance measurement is the process of collecting,
analyzing and reporting information regarding the performance of an individual,
group, organization, system or component. (Huffington, 2016)
Profile. An activity that needs to be accomplished within a defined period
of time or by a deadline
Self-Esteem. It is belief in one’s self, a confidence and satisfaction in one’s
self.
Strategy. It is a plan of action or policy designed to achieve a major or
overall aim.
Stress. It is the body's reaction to any situation or events that places
unusual demand on the body
Time-management. Time management is the process of organizing and
planning how to divide your time between different activities. Get it right, and you'll
end up working smarter, not harder, even under time constraints and under heavy
pressure, you'll find that you operate more efficiently and effectively to accomplish
more in less time. ( Emerald, 2013)
Work. It is doing something in a meaningful way and meaning makes our
lives worthwhile. We should value what we're doing with our time so our work
should be meaningful and fulfilling. Work should be something individualized and
unique. Work is an experience that can only be defined.

CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents the related literature and studies after the thorough
and in-depth search by the researcher. This will also present the synthesis of the
art, theoretical and conceptual framework to fully understand the research to be
done and lastly the definition of terms for better comprehension of the study.
Student Performance
Student performance because the main focus is the student performance
for the particular semester. Some other researchers used test results or previous
year results since they are studying performance for a specific subject or year.
Many researchers have discussed the different factors that affect student
academic performance in their research. Academic achievement is impacted by
two different categories of elements. The performance of the students is
significantly impacted by both internal and external classroom influences. The level
of English proficiency of the students, class size, English textbooks, test scores,
learning facilities, homework, the environment of the class, the difficulty of the
course material, the role of the teacher in the class, technology used in the class,
and exam systems are all internal classroom factors. Extracurricular activities,
family issues, work, as well as problems with the economy, society, and other
issues are examples of external classroom variables. Research studies show that
students’ performance depends on many factors such as learning facilities, gender

and age differences, etc. that can affect student performance (Hansen, Joe B.,
2013)
Academic Performance
A number of factors have contributed to declining class attendance around
the world in the last 15 years. The major reasons given by students for non-
attendance include Exam pressures, lectures delivered ineffectively, lectures
scheduled at the wrong times, and work demands are the main excuses provided
by students for not attending class. In recent years, students have discovered that
they must work while still enrolling in classes on a part-time basis. The number of
elderly and part-time students had also significantly increased. Information that
was formerly only accessible by attending lectures may now be found online with a
mouse click thanks to the usage of information technology. Web-based learning
strategies are now the standard. Given all these technological breakthroughs that
either make it difficult for students to attend class or make it unnecessary for them
to do so, the question of whether absenteeism has an effect on students' academic
performance needs to be addressed. Based on these findings a number of working
student have called for mandatory class attendance. Although the existing
evidence points to a strong correlation between attendance and academic
performance, none of the studies cited above demonstrate a causal effect. The
inability of these cross-sectional studies to isolate attendance from a myriad of
confounding student characteristics (e.g. levels of motivation, intelligence, prior

learning, and time-management skills) is a major limiting factor to the utility of
these findings. controlled for student differences in background, ability, and
motivation, and reported a nonlinear effect of attendance on learning, that is, a few
absences do not lead to poor grades but excessive absenteeism does. (Durden
and Ellis, (2015)
Educational are often not tangible and are difficult to measure. As they result in
changes to learners' knowledge, life skills, and behavioral patterns, educational
services are frequently intangible and challenging to assess. As a result, the term
"quality" as it applies to the subject of education is not one that is generally
accepted. Cultures all throughout the world have different ideas of what constitutes
high-quality education. The environment and the personal characteristics of
learners play an important role in their academic success. The school personnel,
members of the families and communities provide help and support to students for
the quality of their academic performance. This social assistance has a crucial role
for the accomplishment of performance goals of students at school. Besides the
social structure, parents’ involvement in their child’s education increases the rate
of academic success of their child (Furstenberg & Hughes, 2018).
Working Student
Working students are called to those students who are working or having a
part-time job while studying. They are ordinary people who do not have
professional or very highly paid jobs. Some of them spend their time working in
libraries, cafeterias, faculty rooms, and some school offices. They work at a range
of 15-20 hours per week while stabilizing their time in accommodating also for their
academic studies.
According to The College Board (2016), taking a job is not a matter of
choice anymore, but necessity. Students who are working need to work commonly
because they cannot afford to go to college or even to support their own family
income. Some also supplement their college scholarships and even work to
enhance their confidence and especially to improve their time-management skills
and other positives.
Basically one common advantage of a working student is that they will earn
money. With this, they can relieve their parents’ burden and can support their own
life. Studies prove that working students are more confident and can mount better
time-management skills than students who are not employed because a simple
part-time job can provide both training and experience. It can also polish their
organizational and multi-tasking skills. In agreement with, the admission
representatives in jobs after college want to find candidates who initiate maturity,
responsibility, independence and the other said features. Boshoven (2016)
Parent’s Involvement to the Academic of the Learner
Parents’ positive attitude towards a child's education is important in
determining school attendance and academic achievement of the child. Favorable

attitude towards schooling and education enhances parental involvement in
children’s present and future studies .
It is common for the wealthy parent to have direct or indirect access to
educational resources for his or her child. These parents are more likely to value
education more, establish goals for their children's education, and/or serve as role
models. Additionally, a child with doctors as parents is more likely than a child
whose parents' education ended with a high school diploma to pursue greater
study, maybe in medical school. This is not meant to imply that a child's education
is predetermined by their parents' education; rather, it is only one aspect that can
influence the student's motivation to learn.
Students whose parents are educated score higher on standardized tests
than those whose parents were not educated. Educated parents can better
communicate with their children regarding the school work, activities and the
information being taught at school. They can better assist their children in their
work and participate at school.
According to the Theory of Educational Productivity, there are three groups
of nine factors based on affective, cognitive, and behavioral skills that can be used
to optimize learning and impact academic performance: aptitude (ability,
development, and motivation); instruction (amount and quality); and environment
(home, classroom, peers and television). The family environment has an impact on
students' academic success as well. Parents that are educated can create an
environment that is ideal for their children's academic performance. The school
administration can offer advice and counseling to parents to improve the home
environment and raise the caliber of pupils' work. To achieve the greater degree of
quality in academic accomplishment, pupils' academic performance strongly rely
on parental involvement in their academic activities.
Parental involvement in a child’s education along with environmental and
economic factors may affect child development in areas such as cognition,
language, and social skills. Numerous studies in this area have demonstrated the
importance of family interaction and involvement in the years prior to entering
school. Research findings have also shown that a continued effort of parental
involvement throughout the child’s education can improve academic achievement.
Academic failure has been linked with risk behaviors and negative outcomes such
as; substance abuse, delinquency, and emotional and behavioral problems
(Annunziata, Houge, Faw, & Liddle, 2019).
Teacher’s Involvement in the Academic of the Learner
Mary Chamberlain study said that great teacher make a difference. They
have passion that seeps through the skin- a love of learning. Great progress (‘a
revolution’) was made but a working hum and engagement is now not enough.
What are now needed are quality learning conversations between teachers and
learners. It is about extending rather than supervising, about linking to the child’s
world, about creating lines of desires, about not seeing the curriculum as a
straightjacket. The curriculum it seems is more a direction.
Human teachers characteristically perform a wide range of activities that we
subsume under the general heading of ‘teaching’. Those include planning and
designing, demonstrating, guiding, telling, questioning, testing, recording,
motivating, and criticizing even learning. Many of these aspects of a teacher’s role
require significant expertise and the making of finely tuned and sensitive
judgments based on both breadth and depth of experience. This is important, for
instance, in relation to the provision of appropriate scaffolding to learners. It can
also be argued that the human teacher is in a strong position, in particular by virtue
of overall life experience and sophistication as a communicator, to both model and
facilitate cooperative learning behaviors.
The teacher as a specialist in a specific subject who stands alone in front of
the class is still a reality today in many contexts, particularly at the elementary
level. However, this perception of the role of teachers no longer matches the
demands of teaching and the expectations that are made with regard to the
education of young people. Even if the teaching profession has preserved an
element that has changed and is continually changing knowledge and ways to
access it, the influence of the media, societal demands, the social environment,
the students themselves, etc. The teacher is moving away from being a
“transmitter of knowledge” and led more and more towards becoming a “mediator
in the construction of knowledge” a facilitator and even at times, a social worker.

He or She must also foster the development of social skills and create a learning
environment that will encourage young people to learn to live together and to
become responsible citizens. Faced with expanding access to secondary
education, the growing heterogeneity of students, the redefinition of objectives,
learning content, working methods and Due to low performance of the pupils, it
has always been blamed on the low efficiency of teachers. In response to this, in
the article written by Evasco (2020), he quotes, “We have to look for other factors
to account for the deterioration of quality instruction. It is a firm belief that the
failure to address quality instruction has something to do with a student's socio-
economic status and our culture towards education.”
A common hypothesis with respect to teacher’s attitude and student
achievement is that students taught using the right approach or attitude achieve at
a higher level because their teachers have displayed the right attitude and
acquired classroom management skills to deal with different types of classroom
problems. Furthermore, more experienced teachers are considered to be more
able to concentrate on the most appropriate way to teach particular topics to
students who differ in their abilities, prior knowledge and background of the view
that in order to improve on any aspect of education, it is therefore imperative to
involve a well articulated teacher education programme that will prepare the
teacher for the leadership role they are expected to play. The importance of
teacher in the meaningful education at all level is reflected in the national policy on
education (2004) as it declares that no educational system may rise above the
quality of its teachers. This declaration in the policy document underscores the
need for teacher effectiveness in our schools. conceptualize teacher’s
effectiveness as the managerial skills essential for enhanced classroom control
and discipline. It is the teacher’s competence, ability, resourcefulness and
ingenuity to efficiently utilize the appropriate language, methodology and available
instructional materials to bring out the best from learners in terms of academic
achievement.
Students’ perceptions of teacher support have a direct effect on their
interest and motivation, and teachers’ expectations of student achievement(which
has an affective component) influence the way they behave toward their students
and thus can affect students’ motivation, self-perceptions, and academic
performance. However, teacher support in the form of care for students’ well-being
and comfort may be necessary but insufficient to promote mastery goal orientation:
Care and concern for students’ learning may also be required. Teachers are role
models who continuously induce and respond to the emotional reactions of their
students.Components of attachment theory Ainsworth, Belehar, Waters, & Wall,
(2015); Bowlby, (2018) in understanding teacher–student relationships and the
teacher’s function as an important role model.
According to attachment theory, relationships with supportive caregivers,
characterized by trust, responsiveness, and involvement, promote social and
emotional development through the development of healthy internalized working

models. Children with supportive internal working models feel a sense of security
that allows them to explore novel situations. Therefore, when teachers are warm
and supportive, they provide students with a sense of connectedness with the
school environment and the sense of security to explore new ideas and take risks
—both fundamental to learning. However, it is not always easy to be warm and
supportive, especially when provocative student behaviors thwart the teacher’s
efficacy to perform his or her primary instructional role and/or the school culture
promotes punitive control measures over more authoritative approaches. Although
the quality of student–teacher relationship depends, in part, on how teachers
express and process negative emotions, as we reviewed above, for many
teachers, regulating negative emotions in the classroom can be challenging and is
a commonly reported stressor. Although they regularly face situations that provoke
anger, contempt, disgust, sadness, and frustration, to develop and maintain
healthy relationships with their students teachers must find appropriate ways to
express (or inhibit) their feelings in a classroom setting (Hargreaves, 2000).
Although teachers recognize the importance of regulating their emotions and think
they are keeping their feelings hidden from students, often they are less successful
than they imagine Sutton & Wheatley, (2015).
Teachers, who expect to be responsible for educating students, soon find
that their responsibilities go far beyond the curriculum. Children bring their outside
experiences with them to school each day. These experiences have shaped who
they are and foreshadow their futures. Teachers are expected to overcome all of
these obstacles, yet have not been adequately educated to understand how these
life circumstances affect the families they serve. Working in low-income, urban
schools proves to be more challenging than many teachers expected and is often
far different from their own experiences with schooling. The teachers are a part of
this system that they often do not fully understand. As a result, educators are likely
to engage in behaviors that contribute to the achievement gap. This is particularly
dangerous because research shows that the teacher is one of the greatest factors
in student success. When teachers are unprepared to cope with the realities of
their students’ lives and unaware of how schooling contributes to this reality,
success can be difficult to achieve.
As stressed in reading strategies are deliberate actions that learners select to
establish and improve their reading comprehension. He stressed that these
strategies are the mental processes involved in the reading techniques chosen by
the students while reading. Usually, these techniques are selected consciously to
facilitate reading comprehension.
Locally, based on the results of National Assessment of Educational
Progress (NAEP) exams, progress in reading comprehension is lagging behind the
improvement in mathematics over the past two decades. Part of the difficulty is
that the strategies have been drawn by assuming that we actually know what good
readers do and that reading comprehension can be dissected into various parts,
each one necessitating a particular strategy. Reading comprehension is really
complex.
In addition, according to Horowitz (2017), the reader must also be intentional
and thoughtful while reading, monitoring the words and their meaning as reading
progresses. And the reader must apply reading comprehension strategies as ways
to be sure that what is being read matches their expectations and builds on their
growing body of knowledge that is being stored for immediate or future reference.
The aforementioned prevailing situations have inspired the researchers
believing that there is a need to conduct the current study of Reading Strategies
among the 2nd year Bachelor in Elementary Education students in University of
Southeastern Philippines.
Krishnan (2019) conducted a study on non-intellectual factors and their
influence on academic achievement. The sample consisted of 180 students of
sixth to ninth class studying in central school Tirupati and was divided into three
groups depending on their parents‟ education as high, middle and low. The results
indicated that parents‟ educational status had a significant influence on the
academic achievement of their children.
A study on reading ability in relation to some cognitive and non-cognitive
factors. The sample constituted 200 male and female students selected randomly
from the high schools of Bihar in India. Data were collected by administering a
reading ability test to the sample .The results of the study indicated that female
students had better reading ability and higher academic achievement than male
students.
A study of personality–academic performance relationships, based on the
5-factor model, in which cumulative sample sizes ranged to over 70,000. Most
analyzed studies came from the tertiary level of education, but there were similar
aggregate samples from secondary and tertiary education. There was a
comparatively smaller sample derived from studies at the primary level. Academic
performance was found to correlate significantly with Agreeableness,
Conscientiousness, and Openness. Where tested, correlations between
Conscientiousness and academic performance were largely independent of
intelligence. When secondary academic performance was controlled for,
Conscientiousness added as much to the prediction of tertiary academic
performance as did intelligence. Strong evidence was found for moderators of
correlations. Academic level (primary, secondary, or tertiary), average age of
participant, and the interaction between academic level and age significantly
moderated correlations with academic performance. Possible explanations for
these moderator effects are discussed, and recommendations for future research
are provided.
Early adolescence is often marked by changes in school context, family
relationships, and developmental processes. In the context of these changes,
academic performance often declines, while at the same time the long-term
implications of academic performance increase. In promoting achievement across
elementary and secondary school levels, the significant role of families, family–
school relations, and parental involvement in education has been highlighted.
Although there is a growing body of literature focusing on parental involvement in
education during middle school, this research has not been systematically
examined to determine which types of involvement have the strongest relation with
achievement. The authors conducted a meta-analysis on the existing research on
parental involvement in middle school to determine whether and which types of
parental involvement are related to achievement. Involvement that reflected
academic socialization had the strongest positive association with achievement.
Based on the known characteristics of the developmental stage and tasks of
adolescence, strategies reflecting academic socialization are most consistent with
the developmental stage of early adolescence
The Effects of Working while in School
Many researchers focus on the impacts of working while pursuing higher
education; instead, they tend to concentrate on working after higher education.
The expense of attending college has recently increased, including tuition and
other fees. Students have been impacted by this. They primarily seek employment
while in school to offset some of these costs and other living expenses. In his
research, Moris Triventi examined the impact of working in higher education. He
discovered that working occupations of low intensity had advantages, whereas
employment of higher intensity, those requiring 35 hours or more per week, tended
to have disadvantages. The capacity to budget, manage a schedule, and learn soft
skills like communication and problem-solving abilities are a few of the
advantages. Higher dropout rates, slower graduation rates, and poor effects on
academic performance are some of the negative outcomes. He discovered that
those who work full-time typically have less free time for schoolwork and academic
pursuits. Part-time and full-time employees study 15.7 hours a week on average,
while non-workers log an average of 17.0 hours. Additionally, fewer full-time
employees attend class each week. In this study, part-timers were able to manage
the consequences of working and going to school (Triventi, 2019).
In study, there was a correlation between number of credits completed and
number of hours worked per week. This study states that 80 percent of students
work at some point in their undergraduate program and the number of hours
worked per week increases each year. Some students take fewer credits due to
work commitments. Part-time and full-time students tend to spend less time
studying. This can lead to delayed graduation dates and more debt from more
years of schooling. The time-to-degree ratio is higher, which in turn costs the
students less future earnings. The study points out the negative effect of working is
a lack of time for school-based activities and leisure activities, which can help with
overall health. Darolia (2020).
One thing college students consistently need is sleep. An average number
of students struggle with everything from getting asleep to staying asleep. This
sleep phase syndrome, also known as the lack of sleep syndrome, is a significant
issue that adolescents deal with at school and has an impact on a variety of
academic outcomes. Sleep is essential, but the way of life that college students
adopt after entering institutions has a negative impact on them.
The Effect on their Academic Performance
Students who are working while studying in college find their part-time jobs
beneficial and on the other hand, problematic. Beneficial because of the income
they can get. It provides positive educational benefits for students. Seeking job
students can enhance their skill which is more needed in the industry. Thus,
companies who are encouraging the students to work are continuing to develop
their program to provide the needy and aspiring applicant with a settled job in a
near future career. It is also beneficial if the work is related to the student’s chosen
course. This may be particularly beneficial as an aid to academic knowledge and
career prospects.
On the other hand, it is problematic because, when working long hours, it
can damage the student’s academic activities and performance.
Also, working off campus negatively affects students’ academic work more
than working at an on-campus job his is due to stress and inter-role conflict .
Shifting from work to school and vice versa results to stress and anxiety. The
number of hours spent at work each week is associated with a sense of conflict
between work and education among adolescents and young adults.

Mental health is also an issue for working students. Excessive combination
of work and study leads to tiredness and depression. Students are highly prone to
burnout from school and work compared to those over 30-40 years old. Less
educated people are also prone to burnout than those highly educated people.
Burnout to students is associated with many stressors. These include long hours
of work or practicum work, academic grades, uncertainty about their future,
unbalanced personal and professional life and less support from family and
friends. These Problems occur and interfere with the students’ studies and in his
personal life like family bonding, religious activities, peer activities is work itself. It
is regarded as “menial and exploitative (NSW Commission for Children and Young
People, 2020).
Based on the result of the study, the researchers concluded that the major
factors affecting the burnout inventory of teachers are: emotional exhaustion
(teachers are tired out at the end of the day). Meanwhile, the major factors that
affect the job-related stressors are; physical facilities; organizational structure,
funds, and other benefits for teachers are not immediately released causing them.
Working students also face other problems such as lack of understanding of
the rights of work and the safety of the employee. The lack of knowledge can be
associated with Exploitation and the number of safety issues on fast food chains’
injuries with the young part-timers were no higher than with the full-time
employees and awareness of safety issues were high.

CHAPTER III
RESEARCH METHODOLOGY
The major objective of this chapter is to present the methodology used in
this research. The following section dealt with research methods used, population
frame and sampling scheme/study population, instrument, data gathering
procedures, and statistical treatment of data.
Research Method Used
The research method used in this study was the descriptive method. A
descriptive survey seeks to find out certain facts concerning an existing
phenomenon. According to Aina (2006) descriptive survey is a study which sues
the sample data in any systematic investigation to describe and explain what is
existent or non-existence on the present status of a phenomenon being
investigated. This method was used because the study intended to elicit the
opinions of the respondents on the academic performance of working student at
Rizal Technological University.
Population Frame and Sampling Scheme
The target population for this study was the Office Administration Students of
Rizal Technological University. The researcher is able to gather a total of 1 20
participants who answered the survey questionnaire. The sampling scheme used
was simple random sampling. Simple random sampling is the basic sampling
technique where the researchers selected a group of subjects (a sample) for study
from a larger group (a population). Each individual was chosen entirely by chance
and each member of the population has an equal chance of being included in the
sample. Every possible sample of a given size has the same chance of selection.
Out of more than 977 students, 120 students were used as samples.
Description of Respondents
The sample size of this study was 120 respondents to the Office Administration
Students of Rizal Technological University. There were 29 males and 91 females
according to gender, 25 First Years, 30 Second Years, 55 Third Years and 10
Fourth Year level and academic performance.
Research Instrument Used
The instrument used by researchers in this study was the questionnaire through
Google form. The aim of the questionnaire was to gather information regarding the
academic performance of working students at Rizal Technological University. The
questionnaire is composed of three parts (3). The first part (I) consists of the
personal information of the respondents in terms of (1) Age, (2) Gender, (3) Parent
Educational Attainment, (4) Number of working hours a day, And (5) Field of work.
The second part (II) consists of questions about the academic performance
of the working students as with respect to (1) Class Participation, (2) Task
Performance And (3) Comprehension.

There are points used in order to determine the value of determining factors.
Weight Range Verbal Interpretation
5 4.20-5.00 Very Strongly Agree
4 3.40-4.19 Very Agree
3 2.60-3.39 Moderately Agree
2 1.80-2.59 Disagree
1 1.00-1.79 Strongly Disagree
Data Gathering Procedures
Initially, a letter of permission was approved by Dr. Marilou C. Asturias thesis
adviser and Dean Dr. Jayvie O. Guballo for the researcher to conduct the study.
This instrument consisted of a series of questions designed to elicit responses
regarding the academic performance of working students at Rizal Technological
University . After the respondents answered the questionnaire, it was then
collected then put into the table for the analysis and interpretation of the gathered
data.
Statistical Treatment of Data
The following statistical treatments were used by the researcher to answer the
specific problems and in testing the hypothesis of the study.

1. Frequency Percentage Distribution describes the relationship of a part to its
whole. The information gathered from computation can be summarized in
percentage distribution (Adanza and Martinez 2002).Important
characteristics of a large mass of data can be readily assessed by grouping
the data into different classes then determining, the number of observations
that fall in each of the classes such as arrangement, in tabular form is called
a frequency distribution.
Percentage is a number of ratios as a fraction of 150. It is often denoted
using the percentage sign “%” for the abbreviation “pct”. (Smith, D.E. (2012).
History of Mathematics.
P=f/n x 100 Where:
P=computed percentage n= the number of cases
f= frequency 100= Constant
2. Weighted Mean is averaging the quantities by attracting more significance
to some of the numbers than the others. We accomplish this by assigning
weights to the quantities where the weight represents measure their relative
importance.
Formula: WM= Ʃ fx/n (Ambito, Casuyon, et al. 2015

Where:
Ʃ fx = Summation of the product of the frequency and the score
WM= weighted mean f= frequency
x= raw score n= total number of respondents
3. Analysis of Variance
To determine
weighted mean was used;
To determine the significant difference on the Academic Performance of
working students with respect to the different aspects, one-way analysis of
variance (ANOVA) was used;
CHAPTER IV
PRESENTATION, ANALYSIS, INTERPRETATION OF DATA

This chapter presents the presentation, analysis and interpretation of data
gathered by the researcher from the respondents.
Gender
Based on the Respondents of a genders, 29 males estimated to 24.2 percent have
responded to this research while 91 female respondents estimated to 75.8 have
responded to this study. Based on the interpretation of the data , females are more
likely to respond and provide their acquired data on the research.
Table 1: Gender of Respondents
Gender Number of Respondents
Male 29
Female 91
Total 120
Figure 2: Gender of Respondents
To fully understand your data, you may need to use demographic survey
questions.This will deepen your investigation. Gender survey questions are often
asked to determine the gender of an individual. Knowing the gender of the
respondent can serve as a parameter and help surveys understand how gender
influences individual decisions. Helps create deep investigations. Gender identity
refers to how a person is identified regardless of the gender assigned at birth.
Surveys can provide more valuable data when questions are intentionally asked.
Asking questions about gender in surveys can provide insight into patterns among
different gender categories. These questions help determine how gender
influences individual choices and thereby influences the survey. In some cases,
surveys are conducted in specific gender categories ( Gender Survey Questions -
Voxco. 2021).
Year Level
The year level of the respondents provide relevant information and estimation to fill
the gap of the research, based on the table and in the figure: 1st year level have
25 respondents, 2nd Year level have 30 respondents, 3rd Year level have 55
respondents while 4th year level have 10 respondents. Upon this 55 respondents
from 3rd Year are interested to be participants in the research while 10
respondents from 4th Year are likely interested in this research.
Table 2: Year Level of Respondents
Year Level Number of Respondents

1st Year 25
2nd Year 30
3rd Year 55
4th Year 10
Total 120
Figure 3: Year Level of Respondents
Learning standards describe educational goals – i.e. what students are to learn by
the end of a course, grade level, or grade span, but not specific classroom
practices, curricula, or assessment methods. does not explain (although this is a
source of ongoing confusion and discussion). Following the passage of various
federal and state policies (particularly the No Child Left Behind Act, which
reauthorized the Primary and Secondary Education Act in 1965), all states used
standardized assessments to establish different norms of learning. Academic
performance is evaluated over time. Educational Consistency:

In general, standards of learning are ways to increase consistency and
commonality in what students are taught from state to state, school to school, or
classroom to classroom. Before learning standards and other efforts to standardize
public education, individual schools and teachers set learning expectations at a
particular course, department, or grade level. This is a situation that can lead to
significant educational disparities. quality management:
Learning standards are also seen as a way to improve school quality, educational
effectiveness and student learning. For example, by mandating the use of learning
standards in public schools, states, policy makers, and elected officials believe that
students are more likely to acquire at least a specific set of skills and knowledge
during their education in public schools. can be increased. For example, in the
case of high-stakes tests designed to measure whether students are achieving
expected learning standards, poor academic performance can lead to mixed
results. Priority:
Given the wide variety of subjects, concepts, facts, perspectives, and skills that
schools can potentially teach, learning standards are a way of determining
educational priorities in a state or education system. For example, learning
standards are a way of prioritizing the teaching of certain historical subjects, such
as the civil, social, political, and economic history of the United States and other
countries, over the history of sports, entertainment, and fashion. For example, if
learning standards change to require that certain concepts be taught at earlier

grades, students may be able to learn them sooner and move on to more
challenging ideas and materials. It is believed that as learning standards become
more difficult, demanding and more demanding, more complex subjects and more
challenging skills will be taught in schools and learned by students. To teach:
How learning standards are developed can influence how schools and educators
teach their students. In the former case, worksheets, textbooks, lectures, videos,
and tests, for example, all convey factual information to help students recall past
data, perform mathematical formulas, and write grammatical sentences. It can be
viewed as an effective means of determining whether or not you can ( ‌Great
Schools Partnership.,2014).
Age
Knowing the age of the respondents provide relevant information needed on the
study, based on the information gathered on the data here are the list of the age of
the respondents: No respondents below 18 years old have answer the research,
18-21 years old and the highest number of respondents of the research consist of
98 respondents, 22 respondents gathers for 22-24 years old and above 25 years
old have not gathered on the research.
Table 3: Age of Respondents
Age Number of Respondents

Below 18 years old 0
18-21 years old 98
22-24 years old 22
Above 25 years old 0
Total 120
Figure 4: Age of Respondents
In case you have been an proprietor of a developing café chain and despatched
out a survey to higher apprehend the preferences, existence and behaviors of
various patron age agencies, you may locate on reviewing comments out of your
21-30 age organization category, that your traditional patron for this age
organization seemed just like the following:
Consequently, if the survey statistics confirmed that this organization changed into
additionally ingesting out greater frequency as compared to different age agencies,
the café proprietor might also additionally determine to boom advertising efforts
closer to this demographic, the use of their desired social media channel. Not most
effective can together with an age query on a survey allow you to tweak the way
you marketplace and present service or product to exceptional age agencies
primarily based totally on their behaviors and preferences, it may additionally be
highly useful in guiding you withinside the run as much as a brand new service or
product release, in the long run supporting to maximize its success. For example,
let's consider you made a decision to run an idea assessment survey, to get
comments on a brand new product idea, both via your present patron contacts, or
via a customer panel service, in case you did not have sufficient of the proper
target market or demographic objectives inside your present contacts. Before
issuing your survey, it is probable that you already held a few preliminary thoughts
about the suitable goal age organization in your product, primarily based totally on
secondary marketplace studies of comparable solutions. That jogging a survey,
asking the proper questions and segmenting it consistent with age must be an
essential interest withinside the lead as much as the release of a brand new
service or product, in case you're to maximize the hobby in it whilst it reaches the
marketplace (Age Groups for Surveys,N.D).
Working Hours a Day
Working hours a day provide the gasp of how the respondents work their hours, as
a part timer, it's better knowing how many hours does the respondents occupied
during their day while studying, upon this based on the data provided and
gathered, 1-2 hours have no number of respondents, 21 respondents have
answered 3-4 hours, 5-6 hours have 46 respondents and lastly 53 respondents
have answered 7-10 hours. Upon this, many students who have part time jobs are
working 7-10 hours a day to support their financial and study needs.
Table 4: Working Hours a Day
Working Hours a Day Number of Respondents
1-2 hours 0
3-4 hours 21
5-6 hours 46
7-10 hours 53
total 120
Figure 5: Working Hours a Day
Work hours are key components in estimating productivity growth and hourly
wages as well as being a useful cyclical indicator in their own right, so measuring
them correctly is important. The US Bureau of Labor Statistics (BLS) collects data
on work hours in several surveys and publishes four widely used series that
measure average weekly hours. The series tells different stories about average
weekly hours and trends in those hours but qualitatively similar stories about the
cyclical behavior of work hours. The research summarized here explains the
differences in levels, but only some of the differences in trends (Stewart, 2014).
Parents Educational Attainment
Parents Educational attainment provides a basic foundation to the student that
supports their children's academic success indirectly. Through the beliefs and
expectations that parents hold their children indirectly. This cognitive simulation
that parents provide the needs and support in and outside of the home,
environment and in the classroom.
Fathers Education Attainment
Fathers educational attainment of the children as well as supporting their loved
ones on their academic journey, the higher the degree the fathers have obtained
during their previous years, the greater the support the students receive on their
parents who have complete academic goals. Parents who have not attended
college on the other hand, tend to have less knowledge of the economy as well as
their social post secondary education. Based on the data, only five percent of
respondents have their fathers educational attainment finished their college
education, 34 respondents have their fathers educational attainment of college

undergraduate, 78 are high school graduates and 3 are high school
undergraduate.
Table 5: Fathers Educational Attainment
Fathers Educational Attainment Number of Respondents
College Graduate 5
College Undergraduate 34
High School Graduate 78
High School Undergraduate 3
Elementary Graduate 0
Elementary Undergraduate 0
Total 120
The relationship between the parents education level and family income level are
related to its childrens success. According to the National Center for Children in
Poverty or NCCP, the less education does the parents receive during their career,
the more likely that the family is considered low-income family, Studies found out
that 86 percent of children who have less than a high school degree in education
have a highest form of low income families, compared to the 67 percent of a
children who have high school degree and 31 percent of children with at least one
parent who have some college degree in education. Another study found that low
socioeconomic status can affect family interaction and lead to behavior problems
that can impact children's academic performance (Lamar University, 2021).

Mothers Educational Attainment
Parents' involvement motivates children to learn and even lead them to a higher
degree and composition of life. The level of involvement of a child's life creates a
great impact on the students performance and skills level towards their children.
The level of involvement is crucial in producing a high impact on the students'
lives. The higher the degree of parental involvement, the higher the impact on the
child's academic achievement. Upon this, based on the table: 18 respondents
answer their mothers educational attainment are college graduates, 54 are college
undergraduates, 48 high school graduates, and 0 for high school undergraduate,
Elementary Graduate and elementary undergraduate.
Table 6: Mothers Educational Attainment
Mothers Educational Attainment Number of Respondents
College Graduate 18
College Undergraduate 54
High School Graduate 48
High School Undergraduate 0
Elementary Graduate 0
Elementary Undergraduate 0
Total 120
Childrens who have a mother who has a high educational level has a long lasting
effect upon its children. Starting from feeding us to caring for us and protecting us.
Mother does anything for her children. When a mother achieves its, achieving a
higher level of education could impact the education of her own child and thus
have a higher increase of achievement and profound impact on it. The foundation
of child development report on mothers education and childrens development
outcomes present the economic, health and other hard statistics that demonstrates
how children benefit from a higher level of mothers education ( A Mothers
Education Level of Impact Her Children,2019).
Field of Work
Parents' service is a major influence in their children's career development and
takes the path upon and even grasp on their career decision making. Parents on
the other hand want their children to find happiness and success in their life as
well as their chosen path and destiny. One factor that can influence happiness and
the success in career choices. Research indicates that students who have their
parents in a higher level of income in their field of work tend to develop their
children's confidence in their own ability and success. Based on the table, These
are the corresponding numbers on the field of work: 17 are in business,
management and administration, 49 are in communication, 26 are in community
and social services,3 from the government, 22 from sales, and lastly 3 from
installation, repair and maintenance. This field of work provides students the ability
to fulfill their needs and demands on school.
Table 7: Field of Work

Field of Work Number of Respondents
Business, Management and 17

Administration
Communications 49
Community and Social Services 26
Government 3
Sales 22
Installation, Repair and 3

Maintenance
Total 120
Middleton and Loughead (1993) talk of how parents can be an important and
positive influence in decisions affecting a young person's vocational development.
Though they also warn that over-involvement in the decision- making process can
undermine parental effects as a positive source of influence. Excessive parental
control regarding adolescents' occupational decision-making results in negative
outcomes. Choosing a career is an extremely important decision that impacts an
individual‘s entire future, so parents can become very stressed. It is important for
parents to give students support and encouragement to explore the many options
available to find the best career fit.
Class Participation
Table 8:
Computed Weighted Mean on the Academic Performance of Working
Students with Respect to Class Participation
Having a part-time job makes Weight Means Verbal

me: Interpretation
1. participate actively in 4.97 Very Strongly Agree

class.
2. express my ideas in the 4.87 Very Strongly Agree

lesson.
3. focus my attention on 4.16 Very Agree

the instructor.
4. develop my study habits. 4.92 Very Strongly Agree
5. listen when my peers 4.13 Very Agree

ask questions.
6. encouraged to 3.49 Very Agree

participate in discussion.
7. contribute often to class 3.93 Very Agree

participation.
8. stay connected with 4.58 Very Strongly Agree

classmates and
teachers.
9. positive mindset in class. 4.94 Very Strongly Agree
10. create a study plan 5 Very Strongly Agree
Total 4.50 Very Strongly Agree
Most teachers and professors view class participation as very crucial to every
learner. Based on the table and the total number of weights, 4.50 strongly agree
that participation is one of the highest gain points for their academic performance
and success. The lowest weight mean receive on this class participation for the
students consists of 3.93 and that often contributes to the classroom. Based on the
research conducted, working students have somehow cannot contribute to the

classroom for the reason that their time is preoccupied and they need time to rest
to gain their control.
A student's performance in class can be affected by lack of attendance or attention
during class. This study examines the impact of student participation on
performance in two computer science classes. Presence and attention are
automatically recorded by the video conferencing software you use. Student
participation is measured by multiplying attendance by attendance score. A
positive relationship was found between attendance and scores in one class, but
not in another class. Discuss the strengths and weaknesses of this new measure
of student participation. Free up apprenticeship time and improve the quality of
your lessons by recording lesson attendance (Bekkering & Ward, 2020)
Task Performance
Table 9:
Students with Respect to Task Performance
Having a part-time job makes Weight Means Verbal Interpretation
me:
1. develop my willingness to 3.65 Very Agree

participate in class
activities.
2. Finish the activities before 3.78 Very Agree

the deadline.
3. cope with the day-to-day 3.82 Very Agree

learning activities..
4. increase my participation 3.95 Very Agree

in group activities.
5. develop my 4.91 Very Agree

communication skills.
6. develop my self- 4.98 Very Strongly Agree

confidence
7. stay motivated.. 4.93 Very Strongly Agree
8. find an area at home 3.72 Very Agree

which is conductive for
learning.
9. manage time. 4.86 Very Strongly Agree
10. self-studying 4.96 Very Strongly Agree
Task Performance of the students are based and defined as effective in job
incumbents and part time students. While many performances by learners might
be considered a performance task and useful to distinguish between the
application of application and discrete of students knowledge and performance.
Task performance also coordinates as their daily lives include self control,
responsibility and perseverance. Based on the table the total of task performance
and the weight means is 4.36 which is a verbal interpretation of very strongly
agree. In that case working students are more prominent on task performance and
thus can balance school and work life and provide better stability to the future.
Working while studying is basically dictated by your budget requirements. Targets
higher education (HE) (Williams, 2014). (2015) showed that 8 in 10 (77%) of her
sophomores are currently working part-time to support their financial needs at
school. Being a working student is most likely to be stressful when it comes to
juggling social life, family, school and work time.Filipino students despite struggling
financially can become financially independent through work.According to The
Working Student (2016), Filipino students face difficulties in identifying work
options for Filipino working students, i.e. online jobs. increase. The Philippine
Commission for Advanced Studies Update is Working Students (ABS-CBN News,
2010). because of financial problems.
Comprehension
Table 10:
Students with Respect to Comprehension
Having a part-time job makes Weight Means Verbal Interpretation
me:
11. I appreciate the teaching 5 Very Strongly Agree

strategies of my teacher.
12. easily understand the 4.98 Very Strongly Agree

lesson.
13. stimulate my desire to 4.74 Very Strongly Agree

develop my comprehension
skills.
14. enhance my ability in 5 Very Strongly Agree

applying skills in class.
15. lessen difficulty coping with 4.58 Very Strongly Agree

the lesson.
16. looking back for keywords 5 Very Strongly Agree

and rereading in order to
clarify.
17. developing questions with 4.56 Very Strongly Agree

the lesson.
18. hard to focus on the 2.53 Disagree

discussion
19. difficult to understand the 2.24 Disagree

lesson.
20. develop my critical thinking. 5 Very Strongly Agree
Comprehension is used to increase students' understanding of professor
strategies on their lecturing. Upon this data that have been collected, retrieved and
computed, the following are true on this table form. Working students, especially
on their academic performance and studies, are known to have balance in both
class participation and task performance, hence comprehension has also gained in
weight means 4.36 which means in the verbal interpretation they are very strongly
agree on the database. Thus, creating that working students have persistence to
finish the study and comply on their own.
Williams (2014) finds that the reason students work is financial. According to
Darolia (2014) research results, there were also consequences of working while
studying. Undergraduates take on fewer attributes at school for work. The U.S.
Bureau of Labor Statistics (2013) found 34. 1% of high school students, working
student research is mainly done at . It is important to understand that, according to
Ruhm's (1997) study, a high proportion of working students may contribute to the
income inequality seen later in life. To allow researchers to explore the experience,
this work.
The Significant Difference on the Academic Performance of Working
Students as with Respect to Class Participation, Task Performance and
Comprehension in Terms of Their Profile
Table 11 presents the computed F-values on the level of performance of the
working students as with respect to the cited aspects in terms of their profile.
The table reflects that in terms of age, gender, parent’s educational
attainment, number of working hours a day and field of work, the computed F-
values obtained probability values exceeding .05. This accepts the null hypothesis
which means that the age, gender, parent’s educational attainment, number of
working hours a day and field of work are not significant on the academic
performance of working students on class participation, task performance and
comprehension.
Table 11:
Computed F-values on the Academic Performance of Working Students as
with Respect to the Cited Aspects in Terms of Their Profile
Age F p-values
Class Participation
Task Performance
Comprehension
Gender F p-values
Class Participation
Task Performance
Comprehension
Fathers’ Educational Attainment F p-values
Class Participation
Task Performance
Comprehension
Mothers’ Educational Attainment F p-values

Class Participation
Task Performance
Comprehension
Number of Working hours a day F p-values
Class Participation
Task Performance
Comprehension
Field of Work F p-values
Class Participation
Task Performance
Comprehension
Action Plan to Enhance the Academic Performance of Working Students
Based on the findings, an action plan is proposed to enhance the academic
performance of the working students.
Chapter V
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter deals with the summary of findings,. conclusions, and

recommendations. The researchers formulated conclusions and added
recommendations after analyzing the data gathered.
Summary of Findings
1. The Profile of Respondents

The student-respondents are mostly 18-21 years old and the majority is
females. Many of their parents are high school and some are college graduates,
based on their parents' educational attainment. Most days, 7 to 10 hours are
dedicated to work. Many of them work in the communication industry.
2. The Academic Performance of Working Students as with respect to
Class Participation, Task Performance, and Comprehension.
2.1 Class Participation
Upon this the finding showed that most of the students who are having part
time jobs are in a task of weight means of 4.50 which is translated to very strongly
agree, the class participation of working students are high thus this profounds that
they are able to participate actively in the class, express ideas in the lesson, focus
on instructors, develop a study habits, listen to peers who ask questions, have
encouraged to participate in class discussions, contribute in often in class
participation, stay connected to classmates and teachers, have positive mindset in
class and lastly have a study plan.
2.2 Task Performance
Task Performance of working students are correlated and have the same
attribute to the class participation which obtained a weighted average means of
4.36 and this is an incumbent for students who work to earn and provide their
needs to support their school works. Thus they have an efficient way upon and
thus they developed willingness to participate in class activities, finish the activities
before the deadline, cope with day to day learning activities, increase participation
in group activities, develop communication skills, develop self-confidence, stay
motivated, find area at home which is conductive for learning, manage time and
self studying.
2.3 Comprehension
Working while studying is a dedication activity which targets higher
education for execution, thus used to increase the students' understanding of
professor strategies on their lecturing strategies and which have a high verbal
interpretation of very strongly agree in 4.36 computed weighted means. The
comprehension of the students are concreted upon for they appreciate teaching
strategies of the students, easily understood the lesson, stimulate desire to
develop comprehension skills, enhances the ability in applying skills in class,
lessen difficult coping with the lesson, looking back for keyword and rereading in
order to clarify, developing questions with the lesson and develop my critical
thinking. However, they disagree that it is hard to focus on the discussion and
difficult to understand the lesson.
3. The Significant Difference on the Academic Performance of Working
Students as with Respect to Class Participation, Task Performance
and Comprehension in Terms of Their Profile.

The test result accepted the null hypothesis stating the no significant
difference on the Academic Performance of working students on class
participation, task performance and comprehension.
Conclusions
There is no significant difference exist on the Academic Performance of
working students as with respect to class participation, task performance and
comprehension in terms of their age, gender, parent’s educational attainment,
number of working hours a day and field of work. The verbal interpretation of these
are very strongly agreed, with the following class participation of 4.50, task
performance of 4.36 and lastly comprehension of 4.36. Upon this on the
conclusion The impact of academic performance of working students are positive
on their academic study which is a basic principle that they have well balance life
as a students and as a part time students on their work.
Based on the findings of this data, the conclusion drawn from the list are the
following:
● Performance of working students on their academic performance has a
positive impact on their academic journey.
● Working while studying motivates students to do well in their studies.
● The respondents participate in class very well and often and have a work
balance between studying and working.

● The respondents create a study plan on their studies, thus allowing them to
spend time accordingly and ensuring and setting aside to complete
homework assignments, study on their test, and review to retain the
information needed on learning.
Recommendations
In this stage, the research are able to give recommendations to each person who
are involved in this study:
● To the working students who are working while studying, balancing while
studying and working is an essential part to provide stability on your
academic performance as well as your performance in work. Time
management is essential in working while studying.
● To the future researchers, Increase the number of respondents of
participants to obtain accurate results.
● To the teachers, Motivating students to study makes them more interested
in pursuing their dreams and studies.
● To the parents of working students, guidance is a must by providing them
time and feeling valued during their hard times.This boosts their abilities
and more to do well in their studies.
● The proposed action plan is recommended for implementation.

REFERENCES
Electronic References
Abenoja, R., Accion, N., Aguilar, J., Alcasid, M., Buraquit, D., Mama, A., Pacete,
J., & Pame, J. (2019, March). The Experiences of Working While Studying.
Retrieved from file:///C:/Users/renato%20r%20fabros/Downloads/The%20Lived
%20Experiences%20of%20UIC%20SHS%20Working%20Students%20A
%20Phenomenological%20Study.pdf
‌Bekkering, E., & Ward, T. (2020). Class Participation and Student Performance: A
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