Academic Performance of Working and Non – Working Students

Among Senior High School in Anselmo A. Sandoval

Memorial National High School

A Research Paper Presented to

The Faculty of Senior High School in Anselmo A. Sandoval Memorial National High School
Mabini, Batangas

In Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2

By :
Mendoza, John Froilan P.
Abarquez, Jay- R
Almario, Ralph Andrew D.
Baculo, Luke Andrei M.
Castillo, Mark Lorenz A.
Panopio, Daryll H.
Beloso, Marinelle B.
Cabanes, Teagan Marie E.
Corona, Kaye Erika M.
Dalawampu, Jane H.
Dauba, Windelyn P.
Dela Cruz, Marjorie F.
Hernandez, Hazel G.
Laude, Venus Larra Jane A.
Malayao, Hazel Mariel S.

+
 CHAPTER I

THE PROBLEM

Introduction

Major societal issues our country is currently facing- and has been

around for years, such as poverty and homelessness, violence and abuse,

unequal opportunity and discrimination, have a great impact on people's lives

and are one of the reasons as to why there are recorded 9% or estimated

3.53 million out- of- school youth Filipinos, ages 6 - 24, according to

Philippine Statistics Authority data (2017). The country is ranked 147 th in safety

and security, 90th in good governance, 101th in health, and 86 th in education,

overall placing in 84 th prosperity index rankings out of 167 countries. (Legatum

Prosperity Index 2021). This just shows how disarray our country is; the

unresolved problems we are forced to face every day is becoming worse and

causing huge impacts on different aspect of our lives.

Poverty, as one of our country's biggest problem, is defined as the state

of being extremely poor; financial insufficiency, to the point that one isn't able

to meet their basic everyday needs and essentials. Recorded 18.1%, which is

around 19.99 million, in 2021, the proportion of Filipinos whose per capita

income cannot sufficiently meet the individual basic food and non-food needs.

They are those who lived below the poverty threshold of about Ph. 12,030

per month for a family of five. (Philippine Statistics Authority, August 2022).

This issue has affected millions and is linked to other problems such as

hunger, homelessness, lack of access to proper health care, unemployment,

family problems, crime and harassment, poor education system.

 Young individuals, such as children and adolescents, are important in

turning a society to a better one- with the help of proper education, an

individual is capable of doing so.

However, the aggravating problem of poverty has created an effect to

the educational system; social divide- the lack of resources, teachers, staff

and other tools to sustain top-notch education learning in the country is a big

issue. Philippines financial status is also a top factor that adds to our growing

education issues. The lack of money to afford even the most basic foods for

everyday meal, or ever clothes and shelter; impoverished dysfunctional family

that leads to arguments, neglect, abuse, and trauma; and having no parent/

parental figure to support and give the child it's needs for schooling are also

major concerns that could lead to long term effects including students having

to do jobs and go to school, all in one day.

Student employment is common in our country; engaging in part time

jobs, especially when in colleges and universities are not a surprise, for it is

used to support and fulfil their needs as they go through years in school, and

can also help them in both university life and later career. Most working

students are hired mainly in the food service- in fast food chains, as well as

in entertainment industry, and even as a simple student assistant or a help.

This is due to drawbacks and hindrances caused by poverty. The said

students balance their time in doing jobs and school works, and although

working provides a great opportunity to gain work experience to gain work

experience and useful skills, and of course- income, it would most certainly

create different problems for them- ranging from time management difficulty,

their academic performance, and physical and mental health issues.

 The objectives of this study is to know the difference between the

working and non working students' academic performance deduced by

assessing their drive, set goals, their quarterly, general average and such - to

see if partaking in jobs.

As a senior high school student would be a hindrance in achieving

excellent school performance, and its advantage / disadvantage to non -

working grade 12 students in Anselmo A. Memorial National High School.

Research Question

1. What is the status of Working and Non - Working students in term

of their :

1.1. drive,

1.2 setting of goals and

1.3 accepting challenges in their studies

2. What is the academic performances of Working and Non - Working

students?

3. Is there a significant relationship on the status between Working and

Non-Working Students?

4. Is there a significance difference on the academic performance ?

5. Based on the findings, what recommendation may be proposed to

address the problem?

Scope, Delimitation and Limitation of the Study

This study aimed to determine which between the Working and Non -

Working Grade 12 Students of Anselmo A. Memorial National High School

during the school year 2022 - 2023 show a better academic performance

according to their drive, goals set, and accepting challenges in their studies;

the majority of the data in this study will be examined and justified using

certain theories.

Study explores how the student creates ways to maximined their time in

working and studying, The said study also aims to investigate and identify

student’s experiences while working. They are starting at how difficult their

situation.

Next, the problems they encounter. Then, how they deal and cope with

such difficulties. The purpose of this study is to investigate the experiences of

working while studying. In this study, a quantitative study is used. It is a

subjective report which made utilization of a phenomenological way to deal

with accumulating important information.

This research was only done among Senior High School of Anselmo A.

Sandoval Memorial National High School; the status of Working and Non -

Working Students of who are not in Grade 12 where not tackled. Moreover,

students who are not from Anselmo A. Sandoval Memorial National High

School were not interviewed nor included.

 This study focused on the status on the Working and Non - Working

Students in terms of their drive, set goals, and accepting challenges in their

studies. The Senior High School Students of Anselmo A. Sandoval Memorial

National High School were the chosen respondents. Their academic

performance based on their General Average in 1 st Quarter. This does not

include any other questions aside from the given variables of the researchers.

Significance of Study

This research is made to provide crucial information and knowledge

regarding the chosen topic from the respondents, recent studies, and related

sites; the researchers believed that the result of this study will be beneficial

to :

To the Students , This is beneficial to them, especially the Senior High -

Students who could relate to those working students. This could be a

motivation to perform well academically.

To the Teachers , This study may serve them as a guide to understand

and assist those students who are having difficulties in their studies due to

parking jobs and being in school at the same time.

To the Future Researchers , This research will be a useful reference

and / or guide for anyone who would plan to make a study related about this

certain topic.
 CHAPTER II

REVIEW OF LITERATURE

This chapter presents the conceptual literature and research literature,

and their synthesis that has direct bearing in the study.

Conceptual Literature

The conceptual literature presented herein enlightened the present study.

comprehensive discussion was incorporated in support to the investigation of

academic performance of working and non working students among grade 12 senior

high school, citing first the Basic curriculum for Grade 12 Senior High School,

Working and Non-Working Students.

Basic Curriculum for Grade 12 Senior High School Working and Non-Working

Students

The grade 12 senior high school of working and non working student will

research the conducted to test the effect of employment upon working students'

grades and examine a host of demographic trends concerning student employment.

Specific attention is focused upon the differences that exist between students who

work on-campus and those who work off-campus.

(https://ir.library.louisville.edu/cgi/viewcontent.cgi?article=3189&context=etd)

Academic Performance of Working Students

 Academic performance of working students shows that student age is the first

major indicator for better grade regardless of working status. Then, the factor of

students’ self-perception on the effect of working on academic performance matters a

lot. A pessimistic student, who believes in the negative impact of working on

studying, needs a balanced combination of course work and working load. However,

for an optimistic student, academic standing is important. Senior students with a

positive perception on working are more likely to validate this perception by good

academic performance. While, for students in other academic standings, working for

a job relevant to major can help. Otherwise, a moderate level of working load is still

recommended. The analysis approach can be easily applied to any academic

counselling: to identify when working intensity can matter, which group of students

may be more vulnerable to a negative impact of working, and what working aspects

may play a role in academic performance. Working while studying is driven

fundamentally by budgetary need ; to cover setbacks in different types of

understudy bolster ; to top up salary to give superior understudy

understanding, or to help towards future objectives. It additionally empowers

understudies to share the duty regarding meeting the expenses of their

examination, furnishes them with a feeling of monetary autonomy, and creates

abilities in overseeing accounts. This new work expands on discoveries from

the SIES to pick up a more profound comprehension of the motivations to

work, the nature of work undertaken, and the difficulties and advantages of

Working and Non - Working while studying in higher education ( HE )

( Williams, 2014 ) . A study led by Endsleigh ( 2015 ) , showed that eight out

of ten ( 77% ) understudies are now working part - time to help them in

their financial needs in school. Being a working student is stressful most likely

in balancing your social life, time for family, school, and work. Figuring out
how to manage the pressure that pursues with being a working undergrad,

and ensuring you have no less than one night off a week, can bring down

your stress levels ten times ( Mitchell, 2016 ). Filipino students are still able

to support themselves financially through working although they have financial

problems. According to The Working Student ( 2016 ), to set down the job

options of Filipino working students namely online jobs, paid corporate

internship, fast - food crew, and school jobs. Filipino students are struggling

because they have to meet the standards in their work so that they will not

lose their job and maintain academic performance so that they will not get a

failing grade. Around 216,000 understudies in the Philippines are right now

juggling school and work, the most recent information from the Commission on

Higher Education ( CHED ). About 8% out of the total number of college

students in the Philippines is a working student ( ABS - CBN News, 2010 ).

According to CHED ( 2010 ), only half of the employed students can finish

college, as many cannot concentrate on their studies, while others have poor

health, and other give up.

A questionnaire containing measures of physical and psychological

symptoms and social support was completed by 142 MSW students. Students

were grouped into three categories : Full - time students with no job, full -

time students with part - time jobs, and part - time students with full - time

jobs. Full - time students with part - time jobs reported more symptoms than

full - time students with no jobs, a finding interpreted as consistent with a

demands / resources analysis of stress. The latter group did not differ from

part - time students with full - time jobs, despite the difference in number of

roles held. Analysis controlling for associated variables indicated that it was

the specific combination of full - time student and part - time work, not the
total number of roles occupied, that was associated with higher distress.

Evidence for a " buffering " effect of social support was found only for this

high distress group. Results are discussed in terms of recent formulations

concerning stress and multiple role occupancy, and suggestions are offered

concerning the value of supporting stress - prone students.

As reported by Steinberg et al. ( 1981 ), engaging students in part -

time and some full - time employment is progressively a common

phenomenon everywhere. As also stated in a study 30 years ago, working

while studying provides students with quite naturally an indication of the

requirements that will be needed to function effectively in one's later career

(Schill, McCarten, & Meyer, 1985). In recent years, further studies found that

students who are working part - time can easily develop team cooperation,

customer care, communication, and practical skills (Lucas & Lammont, 1998 ;

Curtis & Lucas, 2001). Students can have the prospect to directly relate the

experiences of working part - time to enhance and refine their academic

knowledge, motivation and employment prospects (Curtis & Shani, 2002 ;Curtis

& Williams, 2002). Thus, some researches have concluded that a combination

of financial needs and the opportunity to gain experiences will ultimately

enhance career opportunities in the future ( Harvey, 2000 ; Devlin, James &

Grigg, 2008 ; Nonis & Hudson, 2006 ). According to the research conducted

by Watts and Pickering ( 2000 ), while working part - time and studying full -

time has a variety of positive outcomes, respondents generally viewed part -

time employment as a necessity to survive in the contemporary higher

education sphere. In Manthei and Gilmore's ( 2005 ) study, it is

understandable that the money earned from part - time employment is spent

usually on essential living expenses. From the perspective of students

themselves, part - time work is often an Introduction to the real world which

will assist them both in personal and career development especially in the

higher education sector ( Tymon, 2013 ; Tomlinson, 2007 ). Higher education

institutions should identify opportunities to increase the extent to which students

could be more familiar with work and expose them to educational, part - time

vocational and career experiences ( Yorke, 2004 ; Glover, Law & Youngman,

2002 ).There is a wide variety of studies that examined the impacts of part -

time employment on full - time students. Based on the research of Manthei

and Gilmore ( 2005 ), for instance, considered that working part - time leaves

less desired time to study.

Part time students face special challenges. Students who attend university

part time face challenges and benefits that are different than full-time students.

According to Salme Harju Steinberg, president emeritus of Northeastern Illinois

University, most people who enroll as part-time students rather than full time do so

for financial reasons (see References 1). Most part-time students are working, many

of them full time, at the same time that they are attending school. This can create

severe time shortages, and the student requires highly developed time-management

skills in order to handle school and work. 2. Balancing Work and Study o The

balance can be tricky particularly for students who are working full time while they are

enrolled in a university. Even when there is time to get to all required classes,

additional time is needed to complete assignments and research. If either work or

study are excessively stressful for the student, the quality of both may suffer. Due to

these stresses, the drop-out rate among part-time students is higher than the rate of

other students. For a student who already has a job and not enough time to study,

the temptation to simply give up on graduating can be great. Families and Children o

Many part-time students are older and already have careers, marriages and children
to deal with. Children demand a lot of time and leaving them in day care for

prolonged periods of time can cause feelings of guilt and anxiety in parents who are

spending all of their time at work or at school. Spouses also may feel neglected

Those study explored the differences between 110 working and non -

working students in terms of mental health, academic achievement, and

perceptions about student employment. Anxiety and depression were measured

by the Beck Anxiety Inventory and the Beck Depression Inventory - II.

Academic achievement was measured by grade point average. Perceptions of

student employment were determined using a job questionnaire. Data analyses

revealed no significant difference in depression between working and non -

working students ; however, working students displayed more anxiety than non

- working counterparts and reported more stress and fewer buffers. Unlike

previous research, there was no difference in the grade point averages of

working and non - working students, nor differences in perception of the

problems and benefits of work.

Several articles and studies have been published which deal with the

general topic of the relationship of part - time employment to the academic

performance of full - time students. However, none of the studies has dealt

with the specific problem area of the relationship of part - time employment to

the academic performance of full - time, undergraduate students who are on

academic probation. Trueblood ( 1957 ) found that working while enrolled as a

full - time student did not adversely affect academic performance of students

at Indiana University. He concluded that part - time employment did not have

a significant positive or negative effect upon academic performance, and that

it was not possible to establish a relationship between maximum number of

hours worked per week and the maintenance of a given grade point average.

Hay ( 1969 ) examined student work patterns and the relationship to

academic performance of students at Pennsylvania State University - Ogontz

Campus. Findings indicated that the academic performance of students who

worked fifteen hours per week or less was not adversely affected; however,

grades tended to suffer if the job involved sixteen or more hours per week. It

was found that academic performance was higher ( the student's job was

relevant to his major field of study. ) Henry ( 1967 ) studied the academic

performance of working and nonworking freshmen at the University of Missouri

- Columbia. He found no significant differences between the mean grade point

averages of the workers and non - workers at any ability level. He concluded

that freshmen who need financial assistance may be employed part -time up

to fifteen hours per week without sacrificing academic achievement. According

to Human Capital Theory (Becker, 1964), student employment can be a

complement to education due to the additional skills and knowledge obtained

while working. There are several reasons why student work may lead to such an

increase in human capital. First, student employment enables the acquisition of

new general and transferable skills such as work values, communication skills,

and a sense of time management (Buscha, Maurel, Page, & Speckesser, 2012;

Rothstein, 2007; Staff & Mortimer, 2007). Second, combining study and work

may offer students the opportunity to apply in practice what they have learned

in school ( Geel & Backes-Gellner, 2012; Hotz et al., 2002). Third, student

employment may increase future-orientedness and thereby motivate students to

work harder in school in order to achieve a certain career goal ( Oettinger,

1999 ; Rothstein, 2007 ).

Academic Performance of Non - Working Students

Academic performance of non working students in academics depends on

many different factors. One of these factors is the economic status of their families.

Education in public schools, though it is free, some parents cannot afford to send

their children to school due to financial constraints. Education as a free is every

individual's right in society, but it becomes a privilege because of a lack of financial

support. The research methodology utilizes a t-test to analyse and synthesize

primary data sources collected via interview and academic records, and diverse

literature on the study area. However, the research findings revealed no significant

difference in the two groups (the working and non-working group of learners).

Therefore, it is recommended that secondary schools should be provided with

adequate books and facilities and faculty school interventions and programs and

promote the usage of SIM or Strategic Intervention Materials for learning and

memory enhancement among learners.

Student Employment is a very common practice in the Philippines. With a

significant portion of the student population engaging in part-time jobs, it is not a

surprise to find working students in a classroom, especially in colleges and

universities. They get employment from a variety of industries, mainly from food

service, to sales and entertainment, aside from the usual jobs such as student

assistants. Due to financial obstacles, a lot of college students try to juggle school

and work, causing a variety of problems for them. Ranging from difficulties in time

management, decline in school performance, health problems, and to personal and

social problems, part-time working students face a lot of challenges and difficulties

trying to balance both. The difference between working and non-working students to

finance their own education. Non-working students have lots of time to study or to
make their requirements in school or lots of time to their Academic such as they can

study well, making reports and etc. while for the Working Students they manage their

time enable to do their academic to get good grades even they are Working while

Studying. Along with the evolution of government’s policies, the authorities have the

intention to cultivate and nurture the new generations to be involved in the industries.

Therefore, Malaysia establishes strict laws on child labour by enacting the Children

and Young Persons (Employment) Act 1996 which provides the statutory

interpretation to the child as the person under the age of fifteen years. Under Section

3 of the Act, it expresses the restrictions and the types of work that a child is

permitted to do. Consequently, it is reasonable to forecast the number of working

students to increase in a positive manner in accordance with the enactment of the

Act. This prediction is foreseen and supported by HSBC survey which was conducted

in the year of 2018 where it showed that 83% of the university students’ working rate

is considered a high rate in Malaysia. This simply means that nine in 10 students

work and study concurrently. It is sad to say but the most common factor that

contributes to the students' involvement in working was due to the need of the

additional money. This statement was affirmed by HSBC Malaysia’s head of retail

banking and wealth management, Tara Latini, who remarked the gap between the

cost of studying and funding from their parents is significantly huge. This indirectly

shows that the students lead a different lifestyle. Be that as it may, in our humble

opinion, while both groups of students share the same responsibility as students,

they have diverged in their health conditions and personalities in facing the

challenges.
 To begin with, in our perspectives, the similarity that is possessed by the

working and nonworking students will be the responsibility as students. In other

words, both categories carry the similar responsibility of students on their backs.

‘Student’ includes any individual who , investigates, or examines thoughtfully

regarding their academics. With our interpretation of the word, it is conspicuous to

see that the primary goal of a student is to study well by having a deeper

investigation and examination on a particular field area of knowledge and master the

expertise. Therefore, both of the groups owe the responsibility to fully utilise the

facilities that are provided to them by their respective education institutions. To

illustrate, both of the groups have the obligation to attend classes and activities

arranged by their respective schools or universities. Basically, those activities will

contain the purpose of developing an individual’s personality by cutting down on the

emotional stress and enhancing social or academic skills that are beneficial for them

in future. However, a number of students often give excuses that they are working to

skip the meaningful events conducted. The reason was, working students always

dedicate their main focus on their short-term career instead of their studies which is

entirely in contrast with the concept of a student who should have his main attention

on his academic matters while the nonworking students always assume that the

events are just a waste of time. Nevertheless, it is advisable for both groups of

students to establish their responsibility as students by involving themselves in those

useful events. Furthermore, both groups of students own the responsibility to

accomplish the work given by their teachers. The group assignments and projects

that are assigned by the lecturers to the students are essential to test and evaluate

the level of understanding of the knowledge that had been conveyed to the students.

Again, if the working and nonworking students take the opportunities to be a free

rider in the assigned works, they will not gain any knowledge as they do not
appreciate the learning chances. Put in a simple way, students that portray such

manners will fail to uphold the value of honesty and academic integrity which is a

divine behaviour among students. Consequently, paying the fees for education will

just be a waste as they did not grasp full advantage of the learning opportunities and

time that are given during the learning processes. An old talented Chinese

philosopher, Confucius once said in “Analects of Confucius”: “Learning without

thought is labour lost ” , which means that a good learner does not only learn

knowledge but also think about what is learned deeply to master it. In short, the

matter of implementing the responsibility as a student regardless the students belong

to which category of group namely, working or nonworking.

Besides the similarity mentioned above, it is undeniable that non-working and

working students consist of countless dissimilarities and one of them is the health

aspect. Firstly, working students have a weaker mental health compared to the

nonworking students. In accordance with a news article published by World of Buzz,

a student who studied in TARUC committed suicide due to the extreme pressure

from her work as it had plunged her into depression. Therefore, this is clear evidence

that working students have a higher risk of being diagnosed with mental diseases

such as anxiety. The reason was, they need to stress their minds to balance their

studies and careers which might be grievous for a student to handle. The "Spring and

Autumn of Master Lü", a Chinese literature once quoted that “things go into reverse

when pushed to the extreme”, hence, a working student who faces too much tension

may be detrimental. In contrast, nonworking students receive a greater opportunity to

maintain their mental health because they have more time to enjoy their life. As the

lucky batch of students, they always have the chance to hang out with friends during
the weekends as friends are one of the stress relieving mediums. Researchers have

shown that creating friendships develops life skills that will ameliorate a person’s

confidence, wisdom and also their self-esteem. With the help of healthy friendships,

students will always gain tons of benefits because great friends will have their backs

and best interests at heart. On the other hand, the nonworking students are also able

to work on their hobbies during their free time. After a day attending exhausting

classes, students may do something exciting to make their day wonderful again such

as painting a picture of the view outside their windows. Researchers showed that

hobbies are a fantastic way to enhance mental health and wellbeing as it lessens the

depression. Besides, working students are usually unable to maintain better physical

health because some working students might work at night shifts as they only have

extra time at that hour. It was proved that sleep deprivation may give a huge impact

on the liver which may lead to chronic diseases. Lack of sleep alters the metabolism

of the liver and fat contents in it which may cause the liver to lose its function to carry

out detoxification which leads to metabolic diseases such as fatty liver (hepatic

steatosis) and diabetes. In contrast, the nonworking students have the chance to go

to bed early at night. Medical professionals advised us to always be asleep by 11pm

because they discovered that the liver and gallbladder regulate hormones, process

emotions and even detoxify the body at that period of time. That is why, the later a

student sleeps, the lesser time provided for the liver to start its “cleaning” job. To

wind it up, working students have weaker health compared to the working students.

Finally, working students are said to have a stronger personality compared to

the nonworking students when facing life challenges. The quote “Beautiful attracts

attention, while personality gets the heart” had obviously portrayed the importance of
having an outstanding personality besides a glamorous appearance. Usually,

working students have a greater personality of independence as they are exposed to

the outside world as they cannot be a cry baby anymore. Therefore, working students

might learn to be independent in digging out solutions for their complications as they

experience challenges in their career. Besides, working students have to sit for

interviews to obtain a job for themselves and not by their parents. Statistics made by

OfficeTeam have shown that 35 percent of employers are extremely irritated by the

job seekers who let their parents sit for their interviews. Whereas for the nonworking

students, they might not actually go through an interview like this because interviews

and experiences in the industry are very different from school. Besides, working

students may face irritable situations such as dealing with problematic customers

compared to the nonworking students as they sharpen the students’ personalities in

being independent when dealing with social issues. In another perseverance,

working students are exposed to all sorts of extra knowledge such as being mindful

of their verbal and nonverbal prompts and also making decisions whether to tolerate

someone who is being unfair. In this sense, the application of the experiences and

knowledge in daily life shall be done by the students appropriately when they are

determining their issues. Simultaneously, working students are more likely to be

patient compared to the nonworking students. As we all know, students are the

category of young adults which are emotional due to hormonal changes when they

reach puberty. Thus, students who go to work would need to control their sensations

when on duty as they could not throw temper on their bosses. As evidence, a toll

booth worker wept when she was abused by a driver as stated by the South China

Morning Post. However, she smiled and treated customers politely when she faced

the public again. From this case, it is obvious that superb control of emotions is

essential in the workplace. Whilst, nonworking students usually have a weaker

personality of being patient as they merely deal with the academic stress. Lastly,

working students are more respectful to their families compared with the nonworking

students. The reason is, working students understand the kindness of their family

members is gifted and not deserved. After the working students have seen the true

faces of the society, their personality of being respectful will definitely be built up into

a stronger one. However, nonworking students who live in the “bubble” are yet to be

exposed to the outside world, therefore they might take the kindness of their parents

or teachers for granted. Therefore, working students have a stronger personality

which is in contrast with the nonworking students.

All in all, working students and nonworking students comprise the similarities

and differences in uncountable perspectives in life. It is not to say whether students

who do not work or work are wrong or right as everything in this world is special in

their own way. Once Robert Frost remarked “Two roads diverged in a wood, and I

took the one less travelled by, and that has made all the difference.” Everyone has

the right to choose their lifestyle and each of the choices they made will definitely

bring the advantages and disadvantages directly or indirectly impact their life and life

after. As mentioned above, it is shown that if one could handle their emotions in a

proper manner, the tragedies could be avoided. Therefore, it is highly advisable for

working students to balance their study and short-term career in a healthy manner

whereas for the nonworking students will need to widen their horizon by involving in

some social activities. As the true fact, working does not bring the cons but also the

pros to students as it polishes the critical thinking skills at the same time increases

the stress level that should not be afforded by the students. In this essay, we do not

criticize the working and nonworking students but we discuss from three aspects to
compare and contrast them. To sum up, we personally believe that students should

always put their main focus on their academic matters instead of other matters like

working.

Research Literature

Several general findings from different studies were considered in the

research literature, all drawn from studies about Working and Non - Working

Students which were also reviewed for the conduct of this study. Consequently, the

Commission on Higher Education (CHED) about 216,000 students in the country are

currently juggling school and work, this figure is about 8% of the total number of

college students in the country. CHED said working students today are mostly into

food service, entertainment and sales, apart from their usual stints as library and

research assistants. "Due to financial crisis that’s why they need a extra income,"

said lawyer Julito Vitriolo, officer-in-charge at CHED's office of the executive director.

Sandy Baum, a policy analyst for College Board, argues in a 2010 collection of

essays I edited, Understanding the Working College Student: New Research and Its

Implications for Policy and Practice, while some of these students are awarded

“work” as part of their financial aid package, other students either do not receive

work-study funding or find such awards insufficient to cover the costs of attendance.

Some traditional-age students may use employment as a way to explore career

options or earn spending money.

For other students, particularly adult students, work is a part of their identity,

as Carol Kasworm, a professor of adult education at North Carolina State University,

and other contributors to Understanding the Working College Student point out.
Regardless of the reason for working, trying to meet the multiple and sometimes

conflicting simultaneous demands of the roles of student, employee, parent, and so

on often creates high levels of stress and anxiety, making it less likely that students

will complete their degrees.

Some researchers have reported that “the more time a student devotes to

employment, the less he or she has for either academic or social activities” (Fjortoft,

1995). Although this may leave the students with less time, what is the impact on

college success? Some studies have looked at the effects of working on social and

academic integration—or student engagement. This is an important component in

student behaviour theory that has long been linked with persistence.

Lundberg (2004) examined a national sample of 3,774 responses to the

College Student Experiences Questionnaire (CSEQ) and found that students working

more than 20 hours per week reported significantly fewer interactions with faculty and

lower quality student relationships with peers. Cheng (2004) examined how work

affected the academic and social experience of college students, using a mixed

method design, and found “no significant difference between working and

nonworking students in their academic and social experience, though working

students’ GPAs are lower than those of the nonworking”

According to Derous and Ryan (2008), student part-time employment in

general has a positive effect on their personal development in terms of self-reported

and emotional growth. Positive effects which include higher grade point average,

early completion of degree, and student’s well-being are attributed to student

engagement in campus job (Derous & Ryan, 2008; Carney et al., 2005).
 While the existing studies that examines the effects of part-time employment

focus on traditional students in their home countries in Europe and America, this area

has not been explored in the context of international students in foreign countries.

Over a half million international students from more than 200 countries attend United

States universities annually and many of these students are engaged in part-time

work (Derous & Ryan, 2008; National Centre for Education Statistics, 2001). The

focus of this research study is to understand the experiences of international

students who assume a dual role of being a student and an employee concurrently.

According to Evangelista (2008), the university's Student Information System

(SIS) of Nueva Vizcaya State University is a secure, web-accessible interactive

computer system that allows user access to grade reports, transcripts, schedule of

classes, and remaining balance for the semester and register for classes online.

Through this, students would be given a unique identification number. All data to and

from the university would use that unique identifier. The use of individual student

records would: increase the admissions capacity to follow a student's progress over

time; provide better quality data to drive more enlightened policy decisions resulting

in enhanced educational opportunities for all students; reduce data collection burden

through a web-enabled SIS; and as a tool of parents in monitoring the academic

performance of their children.

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

positive…show more content…

 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 Boshoven (2016), the

admission representatives in jobs after college want to find candidates who initiate

maturity, responsibility, independence and the other said features. Working students

endorsed more anxiety symptoms than their non-working counterparts and increased

stress with fewer buffers (working students-mild anxiety; non-working students-

minimal anxiety). This is consistent with Carney et al. (2005) who found that working

students reported worse mental health.

There was no difference in the amount of depressive symptoms endorsed by

the two groups; each group had a BDI average that indicated minimal depression.

This was unexpected since non-working students have more time to negotiate social

responsibilities, involve themselves in more enjoyable activities (e.g., college

activities, spending time with family and friends), and most importantly, complete

school assignments and study on their own schedule (Mikolajczyk et al., 2008).

Working students have limited time, unless their job is flexible and they choose their

own hours (Broadbridge & Swanson, 2005; Holmes, 2008).

Working students perceived themselves as having more stress and fewer

personal attributes that could reduce depression and anxiety; however, working

students and non-working students did not differ in their perceptions of the benefits
and problems of balancing these two roles. Akgun and Ciarrochi (2003) studied

"learned resourcefulness" in students, which is defined as "a set of skills for

regulating internal events such as emotions that might otherwise interfere with the

smooth execution of a target behaviour" (pg. 287). Though stressful situations

happen, the amount of learned resourcefulness impacted how much the stress

actually affected a student. Students considered low in resourcefulness experienced

a negative impact on academic achievement. More resourceful students did not

necessarily have less stress than their resourceful counterparts, but they were more

likely to handle stress better. Working students, with more stressors than non-

working peers, may have to acquire resourcefulness (e.g., employment while in high

school) in order to succeed at balancing multiple roles in their lives.

A second unexpected finding was no difference in school performance (GPA)

among working and non-working students. The working student group's GPA was

slightly higher than the non-working group despite studying less as work hours

increased. Thus, we do not support the findings of Dundes and Marx (2006) who

reported a negative impact on GPA when college students worked more than 20

hours. Fifty-eight percent of our employed students worked more than 20 hours per

week.

Synthesis

The relation of concepts, the similarities, and differences of the reviewed

studies to the present study is presented herein.

The study of Sandy Baum and Carol Kasworm are like the present study in

terms of the subject focusing on the Working and Non - Working Students. According
to Carol Kasworm's research, trying to meet the multiple and sometimes conflicting

simultaneous demands of student, employee, parent, and other roles often causes

high levels of stress and anxiety. As a result, students are more likely to complete

their degrees.

Furtherly Lundberg is like the current study in relation to reported fewer

interactions with teachers and poorer peer relationships. In addition, Cheng's study

on the impact of work on college students' social and academic experiences used a

mixed method design. Henry (1967) studied the academic performance of working

and nonworking freshmen at the University of Missouri-Columbia. He found no

significant differences between the mean grade point averages of the workers and

non-workers at any ability level. He concluded that freshmen who need financial

assistance may be employed part-time up to fifteen hours per week without

sacrificing academic achievement.

According to a study conducted by National Survey of Student Engagement

(NSSE) in Indiana University from U.S., working college students will have a lower

Grade Point Average (GPA) than non-working college students. This could be due to,

but not limited by less sleep, more stress, and less study time, it affects the grades,

time spent preparing for class, involvement in co-curricular activities, time spent

socializing and overall enjoyment of their college experience of working and non-

working students at a mid-sized public university. Specific attention is focused upon

the differences that exist between students who work on-campus and those who

work off-campus. Results show that there are very few differences between working

and non-working students. As the number of hours that student work increases,

however, the number of hours that they spend socializing decreases. 2010 survey
from the Commission on Higher Education (CHED) in the Philippines, results that can

be seen in ched.gov.ph, only half of the working student populations are able to

graduate from college and attain their pursued degree. This alarming result shows

that majority of working students are having a difficult time to balance their jobs and

studies. The purpose of this study is to find out what are the factors, coming from the

working environment, that affect these student-employees, in their class

performance. Despite their efforts, the pressure to balance work and school is just

too much for many working students. Most students just give up on their studies

because of the pressures.

Conceptual Framework

This section explicitly shows the input, process and output applied in

this study. It portrays a brief overview on the process that has been used in

the study.
 INPUT PROCESS OUTPUT

Number of working
and non working
students
• Total population
• identified the significant
of senior high difference on the
academic performance
school students
between working and non
• status of the working students
student's
• Questionnaire • proposed activities to
academic assist the students with
their academic
performance in
performance
terms of their drive
• set goals in life of
the students
• accepting
challenges of the
students

Figure 1

Conceptual Framework
Hypothesis of the Study

There is a significant relationship between the Working and Non -

Working student by its drive to their studies.

Definition of terms

To facilitate the readers understanding of this study, the following

important terms are herein defined conceptually and operationally.

Academic performance - is the extent to which a student, teacher, or institution has

attained their short or long-term educational goals.

Education- discipline that is concerned with methods of teaching and learning in

schools or school-like environments as opposed to various nonformal and informal

means of socialization (e.g., rural development projects and education through parent-

child relationships).

Participation- sharing something in common with others.

Performance- performance measurement is the process used to assess the efficiency

and effectiveness of projects, programs and initiatives. It is a systematic approach to

collecting, analysing and evaluating how “on track” a project/program is to achieve its

desired outcomes, goals and objectives.

Employment- the state of having a paid job of being employed

 Chapter III

Research Method and Procedure

This chapter presents the methods used in the conduct of the study. This also

includes the research design, respondents of the study, data gathering instrument,

data gathering procedure undertaken to complete the research and statistical

treatment utilized that helped on interpreting the data gathered.

Research Design

This study used the correlational research design. The correlational research

design investigates relationships between the two variables (or more) without the

researcher controlling or manipulating any of them. It’s a non – experimental type of

quantitative research

Creswell (2012) states that “a correlation is a statistical test to determine the

tendency or pattern for two (or more) variables or two sets of data to vary

consistently.” In line with Creswell, Ary, et. al (2010) also describe that correlational

research looks for the relationship or correlation between variables in positive

correlation or negative correlation, and the level of correlation is determined by the

coefficient of correlation. It can be said that the detection of correlation among

variables is based on its correlation coefficient.

Subject of the Study

To find out the significant difference between the academic performance of

working and non working students, 30 students of each category were involved in

this study. Having the population of 726 grade 11 students and 669 grade 12

students, the total number of respondents were 60 students out of 1395 total

population of Senior High School students of Anselmo A. Sandoval Memorial

National Highschool. The sampling technique used was simple random sampling

since it is the most straightforward of all the probability sampling methods, and each

member of the subset has an equal probability of being chosen.

In Grade 11, 10 out of 15 sections had between 1-3 working students - 4 sections namely

G11- Magnesium, G11-Mercury nb nb, G-11 Oxygen, and

GRADE &SECTION Population Number of Respondents

G12-Turquise 38 4
G12-Topaz 29 10
G12-Amber 54 6
G12-Amethyst 46 7
G12-Ruby 33 2
G12-Pearl 45 10
G12-Spinel 43 5
G12-Sapphire 39 0
G12-Tanzanite 39 0
G12-Jade 31 0
G12-Emerald 48 0
G12-Aquamarine 46 3
G12-Diamond 43 0
G12-Kryptonite 34 4
G12-Alexandrite 56 4
G12-Beryl 40 0
G11-Magnesium 43 1
G11-Oxygen 57 1
G11-Nitrogen 57 2
G11-Neon 39 1
G11-Flourine 44 3
G11-Cobalt 50 2
G11-Argon 49 3
G11-Mercury 45 1
G11-Boron 53 2
G11-Lithium 47 3
G11-Hydrogen 46 0
G11-Helium 50 0
G11-Beryllium 45 0
G11-Carbon 54 0
G11-Sodium 47 0

G11-Neon had only one respondent; G11- Boron, G11- Nitrogen, and G11- Cobalt

had two respondents; and G11- Lithium, G11- Argon, And G11- Flourine had three
respondents. Meanwhile, in Grade 12, there were only 7 out of 16 sections. Each

sections had between 1-5 respondents - G12- Amethyst, and G12- Amber had only

one; G12- Ruby, and G12- Pearl had two respondents; G12 Turquoise, and G12-

Topaz had four; and lastly, G12- Spinel had 5 total respondents. In terms of non

working students, 6 G12 sections were chosen - G12- Amethyst with 6 respondents,

as well as G12- Topaz and G12- Pearl; G12-Amber with 5 respondents; G12-

Alexandrite with 4, and G12- Aquamarine with 3 respondents.

Data Gathering Instrument. To obtain the essential information, the researchers

used a guided craft questionnaire as data gathering instrument in the study. The data

gathered served as its evaluation reference for the output.

Construction of the Questionnaire. To assess the qualities of the Working and

Non-Working Students in the Anselmo A. Sandoval Memorial National High School in

drive to studies are motivated and enthusiastic to do and submit all his/her

requirements all the time. Feel encourage and inspired to finishing school instead

dropping out. Shows hard work and determined when it comes to his/her academic

performance. Along with, the questionnaire is a list of question or items used to

gather data from respondents about their attitudes, experience or opinions.

Questionnaire can be used to collect quantitative information and the processing is

the collecting of instruments consisting of a series of questions in each signal to

receive a response from the individuals in which it is performance. Along with, the

chapter sets out various methods for gathering important data on the language uses

of participants in a research project. These methods simply interaction between

students and researcher.

 Along with, the methods used to gather data, as explained in other chapter

are determined to a large extent by the research questions and objectives although in

qualities research it should be borne in mind that these will change during the

process. Furthermore, as we were developing our questionnaire, we struggled to get

it approved by our research teacher. It takes eight attempts to make it concise and

well-written.

Along with, types of data to be collected. The researcher questions and

objectives of a particular study will determine whether the aim is to obtain purely

interactional data or data that also inform us about interactional behaviour of the

participants in the context under study or in other contexts.

Validation of the Questionnaire. To establish content validity, the first draft of the

research-made, questionnaire was presented, examined, and evaluated by the

research teacher. After all suggestions and corrections were integrated, the final draft

of the questionnaire was reproduced. Furthermore, as we were developing our

questionnaire, we struggled to get it approved by our research teacher. It takes eight

attempts to make it concise and well-written.

Administration of the Questionnaire. The copies of validated questionnaire were

first reproduced according to the number of respondents. Afterwards, the researchers

personally came in both grade 11 and grade 12 sections for the distribution of the

printed questionnaires. The respondents were all properly guided with the assistance

of their class presidents and the respective teachers in each grade sections.

Likewise, the teacher-respondents cooperated with great extent with the researchers,
and successfully accomplished the questionnaires. The researchers then tallied the

responses, and this was the subjected for statistical measurement.

Retrieval of Questionnaire. The questionnaires were retrieved successfully from

different grade and sections for a week. Likewise, the researcher sought the

assistance of the president in every section to obtain the 100% retrieval.

Scoring of Responses. The responses were scored by frequency counts and were

processed through a scale presented as follows.

Parts 1- 3

Numerical Rating Scale/ Range Verbal Interpretation

4 3.25 – 4.00 Very High Manifested

3 2.50 – 3.24 Highly Manifested

2 1.75 – 2.49 Moderately

Manifested

1 1.0 – 1.74 Least Manifested

Data Gathering Procedure. The researcher prepared a letter to the all senior high

in grade 11 and grade 12 to have a smooth flow of tasks in administering the

questionnaire in the working and non - working students.

Likewise, a request letter to the concerned Practical research teachers

was provide to seek permission in administering the questionnaire to their working

and non-working as respondents. Upon the research teacher, the researcher

immediately administered the questionnaire. Questionnaire were retrieved the

respective designated.

Yet, prior to these, the researchers presented the questionnaire to her

research teacher for suggestions and validation.

For the respondents, the total 60 Senior High School served as the

respondents of the study. Along with, the questionnaires were collected in exact

number and subjected for statistical treatment, analysis and interpretation.

Data Analysis

The following statistical tools were used in interpreting the data gathered from

the respondents.

Frequency Counts. This was used in order to measure the instances of a given

value data.

Weighted Mean. This was used to determine the extent of qualities and

evaluating the status of their academic performance in terms of different factors.

Percentage. This was used to determined the part of the number from the whole

in terms of challenges in teaching academic writing

 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION

This chapter shows the presentation, analysis and interpretation of data based
on the questionnaire administered to the respondents. Such presentation is in
accordance with the specific questions posited in the statement of the problem.

1. Status of Working and Non – Working Students

The status of working and non – working students were viewed in terms of their

drive, setting of goal, accepting challenges.

1.1 Drive to their studies

Table 2 presents the assessment of working and Non – Working students in

terms of their drive.

As reflected in the table, planning, preparing, presenting the comparison of

Working and Non – Working Students in terms to their drive to studies is driven with

the will to again achievements and be successful in life went to the topped in the list

of the working students with weighted mean of 3.47 and the verbal interpretation is
 very high manifested. While the Non – Working students has a weighted mean of

3.13 with their verbal interpretation of very high manifested and its rank three. It was

followed by the feeling encouraged and inspired to finish school instead dropping out,

working students had weighted mean of 3.40 and the verbal interpretation is very

high manifested. On another hand, Non – Working students, had a weighted mean of

3.43 which their verbal interpretation is very high manifested. The rank three of

working students is feel genuine excitement and willingness to go to school and

perform well of working student had the weighted mean of 3.23 and the verbal

interpretation is high manifested. While the Non – Working students had weighted

Table 2

Questions Working Students Non – Working Students

Drive to studies, Weighted Verbal Rank Weighted Verbal Rank
the students Mean Interpretation Mean Interpretation
1.Is motivated 2.80 HM 5 3.17 VHM 2
and enthusiastic
to do and
submit all
his/her
requirements all
the time
2. is driven with 3.47 VHM 1 3.13 VHM 3
the will to again
achievements
and be
successful in
life.
3.feels 3.40 VHM 2 3.43 VHM 1
encourage and
inspired to finish
school instead
dropping out
4. shows hard 3.17 HM 4 3.00 VHM 4
work and
determined
when its comes
to his/her
academic
performance
5.feels genuine 3.23 HM 3 2.93 HM 5
excitement and
willingness to go
to school and
perform well
COMPOSITE 3.21 HM 3.21 VHM
MEAN

mean of 2.93 with the verbal interpretation of highly manifested and its rank five.

Rank four of Working students which shows hard work and determined when its

comes to his/her academic performance with weighted mean of 3.17 and their verbal

interpretation is highly manifested. However, the Non – Working student had a

weighted of 3.00 with the verbal interpretation of very high manifested and it rank

number four. The rank five items; yet, is motivated and enthusiastic to do and submit

all his/her requirements all the time with weighted mean of 2.80 and their verbal

interpretation was highly manifested. While the Non – Working student had weighted

mean of 3.17 and their verbal interpretation is very high manifested and ranked two.

To sum up, this arrived to a composite mean of Working Students is 3.21 indicating

their drive to their studies. While Non – Working Student has a composite mean of

3.21.

1.2 Setting of Goals

 Table 3

Questions
Setting of Working Students Non – Working Students
goals, the Weighted Verbal Rank Weighted Verbal Rank
students Mean interpretatio mea interpretation
he/she n n
1. is in focus to 3.53 VHM 2 3.50 VHM 2.5
finish his/her
schooling.
2. aims for a
successful life 3.87 VHM 1 3.73 VHM 1
ahead
3. shows
compliances to 3.30 VHM 4 3.33 VHM 4
all required
academic
output to avoid
failure
4. study hard 3.43 VHM 3 3.50 VHM 2.5
to get an
excellent
job/career in the
future.
5. is an able to 2.28 HM 5 2.80 HM 5
manage his/her
time well.

COMPOSITE 3.39 VHM 3.37 VHM

MEAN

Table 3 represents the assessment of Working and Non – Working

Students in terms of setting goal to their studies.

As the result in comparing the working students in terms of setting of

goals in their studies with aiming for a successful life ahead with weighted mean of

3.87 with verbal interpretation of very high manifested. Thus, non – working Students

had a weighted mean of 3.73 with their verbal interpretation is very high

interpretation. Then it was followed by the focus to finish his/her schooling with

weighted mean is 3.53 with verbal interpretation is very high manifested. While the
 Non – Working Students has weighted mean of 3.50 and verbal interpretation is very

high manifested. Working Students ranked number three is the study hard to get an

excellent job/career in the future with the weighted mean of 3.43 and their verbal

interpretation is very high manifested. On another hand, non – working students

ranked at number 2.5 with weighted mean of 3.50 and their verbal interpretation is

very high manifested. In item four, that shows compliances to all required academic

output to avoid failure, Working Students rank it in number four with weighted mean

of 3.30 and their verbal interpretation is very high manifested. The rank five item, yet,

is able to manage his/her time well, with weighted mean of 2.28 with verbal

interpretation of highly manifested. To sum up, this arrive to a composite mean of

working students is 3.39 while non – working has a composite mean of 3.37.

1.3 Accepting Challenges

TABLE 4

Questions Working Students Non – Working Students

Accepting Weighted Verbal Rank Weighted Verbal Rank
challenges, the Mean Interpretation Mean Interpretation
students,
1. is able to comply 3.07 HM 2.5 3.23 HM 1
and finish all his/her
outputs on time
2. is able to 3.07 HM 2.5 2.87 HM 2.5
multitask to make all
his/her tasks dome
promptly.
3. is able to 2.70 HM 5 2.80 HM 4
overcome
issues/distractions in
his/her studies
4. is able to deal 2.93 HM 4 2.87 HM 2.5
with the pressure and
stress coming from
piles of schoolwork
5. study well to live 3.47 VHM 1 2.27 HM 5
up his/her family’s
expectations.

COMPOSITE MEAN 3.47 VHM 3.01 HM

Table 4 presents the assessment of working and Non – Working students in

terms of their accepting challenges to their studies.

As the result in comparing the working student in terms of accepting

challenges in their studies with study well to live up his/her family’s expectations with

weighted mean of 3.47 and their verbal interpretation is very high manifested, and

rank at number one. While, Non – Working student has weighted mean of 2.27 and

their verbal interpretation is highly manifested. On another hand, it follows of able to

comply and finish all his/her outputs on time with weighted mean of 3.07 and the
 verbal interpretation is very high manifested. While, Non – Working has weighted

mean of 3.23 and the verbal interpretation is very high manifested. Working students

has the same weighted mean of 3.07 and the verbal interpretation is very high

manifested. Thus, Non – Working students rank number four with weighted mean of

2.80 and their verbal interpretation is highly manifested. Rank four of Working

students is able to deal with the pressure and stress coming from piles of school

works with weighted mean of 2.93 and their verbal interpretation is highly manifested.

On another hand, Non – Working student has a weighted mean of The rank five item,

yet, is able to overcome issues/distractions in his/her studies with weighted mean of

2.70 and their verbal interpretation is highly manifested. While Non – Working

student has weighted mean of 2.27 and their verbal interpretation is highly

manifested. To sum up, the composite mean of working students in terms of

accepting challenges is 3.47, while Non – Working student has weighted mean of

3.01.

2. Academic Performance of Working and Non – Working Students.

Table 5

Working Students Non – Working Student

F P Rank F P Rank
92 - 95 1 3% 5 92 – 95 10 33% 2
88 – 91 3 10% 4 88 – 91 12 40% 1
84 – 87 8 27% 2 84 – 87 8 27% 3
80 – 83 16 53% 1 80 – 83 0 0 4
76 – 79 2 6% 3 76 - 79 0 0 5
N=30 100% N=30 100%

The table shows the academic performance of senior high school students,

whereas the average grades of working and non-working students ranging from 76-

95, is shown. The working students with the grades of 76-79 had a frequency of 2

and with a percentage of 6%; 80-83 grades with a frequency of 16 and a percentage

of 53%; 84-87 grades with a frequency of 8 and 27%; 88-91 grades with 3 frequency

and 10%; and lastly 92-95 grade with a frequency of 1 and 3% - with an overall total

of n= 30 and 100%. The non-working students with grades ranging from 76-79 and

80-83 had zero frequency, hence 0% is present; 84-87 had 8 frequency and 27%;

88-91 grades with a 12 frequency and 40%; 92-95 grades with a frequency of 10 and

33% - a total of n=30 and 100%.

3. Significance difference on the academic performance between Working and

Non – Working Students.

Significant difference on the Academic Performance between Working

and Non – Working Students

Table 6
 Demographic Academic Performance of t-test p-value Decision

Profile Working and Non – Working value

students among Senior High

School in AASMNHS

To their drive 30.30512 0.763822 Accept the null

Working And hypothesis

Non – Working Setting of goals 0.17074 0.865043 Reject the null

Students hypothesis

Accepting challenges 0.288422 0.77407 Reject the null

hypothesis

There is a significant difference in Academic Performance between Working and Non –

Working students as a result of t-test There is a significant difference in academic

performance between working and non-working students as shown in the table; with a t-test

value of 30.30512 and a p-value of 0.763822, the null hypothesis is accepted in terms of their

drive, however null hypothesis is rejected in setting of goals and accepting challenges, with a

t-test value of 0.17074 and 0.288422, and a p-value of 0.865043 and 0.77407.

4. According to the results of the study, the activities that may be proposed to

address the problem include the following.

The researchers recommend both working and non-working students to give

time for their studies at home, at least an hour or two- by doing their required school

works and outputs, studying for the next lesson, reading educational materials, etc.
This way, students would be able to focus more and improve their academic

performance.

Students, especially those who are also working students, may ask their

teachers for advice and support in regard to their academic works and outputs so

that they can assist them and take their needs into consideration if necessary.

Students should also consider taking a break and not overdoing themselves so

that they could perform better in their studies.

 CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

This chapter presents the summary of findings, conclusions and

recommendation of the study.

Summary

This study aims to determine the Academic Performance of Working

and Non – Working Grade 12 Students in Anselmo A. Sandoval Memorial

National High School.

Specifically, it sought to answer the following question :

1. What is the status of working and Non – Working Students in terms of their;

1.1 drive;

1.2 setting goals, and

1.3 accepting challenges in their studies?

2. What is the academic performance of Working and Non – Working Students?

3. Is there a significant difference on the academic performance between

Working and Non – Working Students ?

4. Based on the findings, what activities may be proposed to address the

problem ?
This study utilized the correlational research design with the use of

questionnaire as the main data gathering instrument. The respondents of the

study were the 60 total of Working and Non – Working Grade 12 Students in

Anselmo A. Sandoval Memorial National High School. Responses were

interpreted using the following statistical tools: frequency counts, ranking,

percentage and weighted mean.

Findings

After the thorough analysis and interpretation of the data gathered, the

following findings were obtained:

1. The status of Working and Non – Working students in terms of drive

is both highly manifested as reflected in its composite mean of 3.21 ; setting of

goals of Working Students is very high manifested as reflected in its

composite mean of 3.39, while in Non – Working students is very high

manifested as reflected in its composite mean of 3.37 ; and in terms of

accepting challenges of working students it is very high manifested as

reflected in its composite mean of 3.05, while in Non – Working is highly

manifested as reflected in its composite mean of 3.01. To sum up, there are

different factors that affect the academic performance of Senior High School

Students in Anselmo A. Sandoval Memorial National High School.

2. Most participants in the survey agreed that working while studying

had an impact on both their academic performance and that of Non -Working

Students. Poor engagement in class activities was the most prevalent effect.

But they might be able to connect some academic tasks to professional skills.

This implies that academic performance of Senior High School students in

 Anselmo A. Sandoval Memorial National High School are capable to learn to

balance time for work and study.

3. There is significant relationship on the assessments made by

academic performance of Working and Non - Working Students between their

learning style preferences. In return, positive result of effective learning style

in academic performance of Working and Non - Working Students is expected

among Senior High School in Anselmo A. Sandoval Memorial National High

School.

4. Proposed activities has crafted by the researcher to acquire the

ability to balance work and study time in academic performance of Working

and Non - Working student to Senior High School in Anselmo A. Sandoval

Memorial National High School.

Conclusions

In the light of the significant findings revealed in the study, the following

were the conclusions formed:

1. The status of Working and Non – Working Students such as drive,

setting goals and accepting challenges in their studies of academic

performance of Senior High School in Anselmo A. Sandoval Memorial

National High School is very high manifested and highly manifested; thus,

they are different factors that affect the academic performance of senior high

school students.

2. Most participants agreed that working while studying had an impact

on both Working and Non - Working students' academic performance. Thus,

they are capable of learning to balance their time between work and study of
 Senior High School students in Anselmo A. Sandoval Memorial National High

School.

3. The significant difference between Working and Non - Working students is

their learning style preferences in academic performance in senior high school.

4. Proposed activities may be used to learn to balance work and study time in

academic performance in senior high school.

Recommendations

Considering the significant findings revealed and conclusions drawn in the

study, the following recommendations are offered:

1. The researchers recommend both Working and Non - Working

students to give time for their studies at home, at least an hour or two- by

doing their required schoolwork's and outputs, studying for the next lesson,

reading educational materials, etc. This way, students would be able to focus

more and improve their academic performance.

2. Students, especially those who are also working students, may ask

their teachers for advice and support in regards to their academic works and

outputs so that they can assist them and take their needs into consideration if

necessary.

3. Students should also consider taking a break and not overdoing

themselves so that they could perform better in their studies.

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