WORKING AND STUDYING DAY AND NIGHT: HETEROGENEOUS EFFECTS OF WORKING ON THE

ACADEMIC PERFORMANCE OF FULL-TIME AND PART-TIME STUDENTS.

A growing number of students are working while in college and to a greater

extent. Using nationally representative data from the 1997 National Longitudinal Survey

of Youth, I analyze the effect of working on grades and credit completion for

undergraduate students in the United States. Strategies to identify the causal

relationship between working and academic performance include student-level fixed

effects to control for permanent, unobserved characteristics that may affect both work

and study intensity, and system GMM models to account for. (Rajeev Darolia2014)

This research is concerned about part-time student performance within higher

educational institutions in Pakistan. Part-time students contain a significant share of the

student population. In the perspective of working students as part-time studying, there

are some significant factors that should be considered seriously to perform well. This

research was examined to find the relationship of soft skills (motivation to learn, stress,

time management) among part time-students’ performance in south Punjab of Pakistan.

Primary data was collected from a sample of 140 part-time enrolled students.

Correlation and regression analysis were tested in this research. The result showed that

time management was the most significant factor of student performance. Same as

stress has significant but negative correlation with student performance. The study

concluded that these soft skills have significant importance with the part-time working

student performance. (Asad Afzal Humayon, Shoaib Raza, Ambreen Fatima, Joza

Batool, Misbah Haque2018).

registration fee of €3,000 (Cassells, 2016). This, in combination with rising

accommodation and living costs, means that the annual cost of college education

ranges from €4,340 (living at home) to €8,206 (rented accommodation) (Zurich, 2017).

Notwithstanding student needs-based grants and financial support from parents (Zurich,

2017), it is inevitable that some students have to combine their university life with paid

employment (Creed, French, & Hood, 2015). Soliz et … (A Brennan, Mary

Dempsey2018)

More than half of community college courses are taught by part-time faculty, and

the reliance on part-time faculty to teach developmental education courses and gateway

math and English courses is even more prevalent. Drawing on data from six community

colleges, this study estimates the effects of part-time faculty versus full-time faculty on

students' current and subsequent course outcomes in developmental and gateway

courses, using course fixed effects and propensity score matching to minimize bias

arising from student self-sorting across and within courses. While students with part-

time instructors have better outcomes in their current course and similar pass rates in

the next course in the sequence, they are 3 to 5 percentage points less likely to enroll in

that subsequent course. The negative effects on subsequent enrollment are driven by

results in math courses. Notably, the estimated effects do not change substantially after

controlling for instructors' demographic. (Florence Xiaotao Ran, Jasmine Sanders2019).

time or part-time students. However, at many universities student enrollment patterns

can be much more complicated, as it is not uncommon for students to alternate

between full-time and part-time enrollment each semester based on finances,

scheduling, or family needs. While prior research has established that full-time students

maintain better outcomes than their part-time counterparts, little study has examined the

impact of mixed enrollment patterns on academic outcomes. In this paper, we apply a

Hidden Markov Model to identify students' enrollment strategies according to three

different categories: part-time, full-time, and mixed enrollment. According to the

enrollment classification we investigate and compare the academic performance

outcomes of each group. Analysis of data collected from the University of Central

Florida from 2008 to 2017 indicates that mixed enrollment students are closer in

(Shahab Boumi, Adan Vela2019) In this paper, we examine the relationship between

exam spacing and exam performance. Our approach exploits scheduling differences

between two groups of undergraduate Economics students. The treatment group and

the control group have similar exam spacing for one ‘early exam’, but the treatment

group has four additional days between exams for another ‘later exam’. We find that

four more days of available study time is associated with an increase of 4.81 points (out

of 100) on the final exam for females, while having no effect on the scores of males.

(Shahar Sansani, Afik Rahamim2017).

student’academic achievement. A sample of 150 students from 3 reputed public sector

universities was examined for this purpose. Both students of arts and science

departments were the sample of the research. A quantitative approach was used to

investigate the effect of part-time job on university students’ academic achievement.

The factors that were used to find out perceived effect of Part-time jobs on university

students’ academic achievements were students’ GPA, working hours in a day, type of

part-time job, as well as workload at job. The findings of the study showed that part-time

jobs have a positive effect on students’ GPA as it was above 2.6. It was also found in a

few cases, the students having part time jobs have taken more time to complete their

degree than the other students. Moreover, the respondents were satisfied with their job

but not satisfied with their salary, with most students supported the freedom provided by

the job. Students believed their part-time job would help them find employment and they

wanted to have such a job in future. These students have flexible work schedules and

also worked on weekends. They believed that getting a part-time job will help them

break into the workforce and increase their prospects of landing better positions in

future. Therefore, having a part-time job is quite helpful for university students. (Fatima

Saddique, Farhana Khurshid, Bushra Inayat Raja2023)

This study estimates the effect of hours worked at a part time job on GPA among

12th grade respondents to the annual 1991 2004 Monitoring the Future surveys. I use

two stages least squares (2SLS) with indicators for various levels of unearned income,

which are strong predictors of hours worked, as instruments. Results show that GPA
increases with additional work hours up to 15 per week and then declines. 2SLS

estimates are substantially larger than those from ordinary least squares and robust to

exclusion restrictions variations. Working has a small negative impact on educational

time, but a much larger quadratic impact, which is negative up to 15 20 hours per week,

on time spent watching television and in social activities. Effects are stable across the

sample period, larger for females, non-whites and metropolitan area residents, and

linearly positive but substantially smaller for students with high future discount rates.

(Jeff DeSimone2006).

A growing number of students are working while in college and to a greater

extent. Using nationally representative data from the 1997 National Longitudinal Survey

of Youth, I analyze the effect of working on grades and credit completion for

undergraduate students in the United States. Strategies to identify the causal

relationship between working and academic performance include student-level fixed

effects to control for permanent, unobserved characteristics that may affect both work

and study intensity, and system GMM models to account for potentially endogenous

relationships between working and academic performance that vary over time. I

examine the consequences of working for heterogeneous subgroups, with a particular

focus on differences between full-time and part-time students. I find no evidence that

students’ grades are harmed by marginal work hours, but that full-time students

complete fewer credits per term when increasing work. (Darolia, Rajeev2014).
REFERENCE

Economics of Education Review 38, 38-50, 2014

European Online Journal of Natural and Social Sciences: Proceedings 7 (1 (s)), pp. 69-

75, 2018

INTED2018 Proceedings, 6052-6060, 2018

Community College Research Center, Teachers College, Columbia University, 2019

International Educational Data Mining Society, 2019

Available at SSRN 3012522, 2017

Journal of Educational Research and Social Sciences Review (JERSSR) 3 (1), 111-

122, 2023

Topics in economic analysis & policy 6 (1), 2006 Economics of education review 78,

102015, 2020

RePEc:eee:ecoedu:v:38:y:2014:i:c:p:38-50