Working students and their hours of study Page |1

Chapter 1

Introduction

The Problem

The pursuit of education is a fundamental aspect of personal and societal

development. However, in recent years there has been a growing trend of senior high school

students engaging in part-time employment to support themselves financially or gain work

experience. The students who have financial problems are spending more time working than

studying, and because of this, they attain poor grades and poor performance in school

(Abenoja, et al., 2019). While this may seem beneficial, it raises concerns about the potential

impact of working hours on students’ ability to maintain a healthy balance between their

studies and employment. This research aims to explore the effects of several hours spent by

senior high working students on their ability to balance their studies effectively.

In today’s fast-paced and competitive world, senior high school students are

increasingly finding themselves in the workforce, juggling part-time jobs along with their

academic responsibilities. According to the study of (O’Mahony, et al., 2019), this

phenomenon has sparked a debate regarding the potential consequences of such employment

on students’ ability to maintain a healthy balance between their studies and work

commitments. This research aims to shed light on the impact of the number of hours spent by

senior high working students on their ability to effectively balance their studies.
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The decision to engage in part-time employment during high school is often driven by

various factors, including financial needs, desire for work experience, or the need to support

their families. According to (Dundes, L., et al, 2020) that the most commonly indicate reason

for working was to earn spending money (80%), followed by the need to pay basic living

expenses (65%) and to pay tuition (29%). Working students are roughly twice as likely as

ordinary students to be anxious about financing for their education (Antipolo, J. 2021). While

these reasons are valid and commendable, it is crucial to examine the potential consequences

of such choices on students’ academic performance and overall well-being.

Particularly those who are employed find it difficult to balance their academics with

their work because of their job. It is not always a bad thing for a student to work, but

occasionally their priorities take precedence over their education. We will be conducting this

research to find out how they manage their time between work and school in order to

understand why working students typically receive poor grades if they devote their study time

to work. Typically, working students have little time for studying and even when they do,

they sometime disregard their studies because their bosses’ orders take up time that could be

spent on studying.

Statement of the Problem

This study aims to investigate the impact of hours spent for working and the student’s

study balance.

Specific Questions

Specifically, this study wants to determine the following:

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1. How many hours per day do Calamba National Comprehenive High School

working students dedicate to their jobs

2. What is the average amount of time that Calamba National Comprehensive High

School working students dedicate to their studies?

3. Is there a significant effect between hours spent by Calamba National

Comprehensive High School working students on their study balance such as

studying, homework, and projects?

Hypothesis of the Study

1. There is a significant impact between hours spent by working students on their

study balance.

Scope and Delimitation

The main object of this study is to investigate how the amount of time that working

students of CNCHS spend working affects their study balance. The impact of hours spent by

Calamba National Comprehensive High School working students and their study balance, this

study will consist of the Grade 10, 11, and 12 who are working students’ school year 2023-

2024 at Calamba National Comprehensive High School (CNCHS). The study will focuses on

the working students of CNCHS.

Significance of the Study

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This study holds significant implications for reasons and the result will benefit the

following:

Working Students Themselves: The study’s findings can immediately help working students

by spotlighting effective time management, stress reduction, and other strategies for

balancing work and education. This can help them make informed decisions and succeed in

both areas.

Educational Institution: By recognizing the difficulties that working students encounter,

institutions can offer them specialized support to help them achieve academic success, such

as flexible scheduling and financial aid.

What number of hours per

day working students

dedicate to their jobs?

Impact of hours spent by

working students on their study

balance.

The average amount of time Effective Time Management.

that working students dedicate

to their studies.

Figure 1. Conceptual Model of the Impact of Hours Spent by Senior High Working Student

on Their Study Balance

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Figure 1 shows the conceptual model of the study on the relationship between the

number of hours per day working students dedicate to their jobs and the average amount of

time that Senior High working students dedicate to their studies.

Several hours per day working students dedicate to their jobs is the independent

variable in our framework. This could vary greatly between students depending on their job

types, hours, and personal responsibilities. Tracking this number provides a foundational

understanding of the time constraints these students face outside of school.

The average amount of time that working students dedicate to their studies is the

dependent variable. It is defined as this metric focuses on the academic side of a working

student’s life. By measuring the average hours they dedicate to studying, one can gauge their

academic commitment to their work commitments. It’s important to compare this with the

typical study time of non-working students to see if there’s a significant difference.

Definition of Terms

Hours Spent: This counts the number of hours that these students spend on various activities,

such as studying, attending classes, taking part in extracurricular activities, or simply

unwinding.

Study Balance: Refers to the balance or allocation of time and effort that working students

dedicate to academic pursuits (studying, homework)

Significant Impact: Effect of time spent on these various activities on working students’

overall well-being and academic performance.

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Chapter 2

Research Method

The chapter present the research methods. It includes the research design, research

environment, research participants, sampling technique, research instrument, data gathering

procedure, statistical and ethical consideration in conducting research.

Research Design

This study used a quantitative method to quantify the impact of hours spent by

working students and their study balance. This research employed a quantitative research

method to explore the connection between teachers' acceptance of technology and its

influence on their teaching performance. Utilizing a descriptive-correlational design, the

study aimed to elucidate attitudes, phenomena, opinions, and behaviors related to technology

acceptance by collecting numerical data. Statistical methods were applied for analysis,

aligning with the approach outlined by Kapici and Akcay (2016). The descriptive-

correlational design is well-suited for investigating the association between teachers'

technology acceptance levels and their teaching performance, encompassing aspects such as

instructional methods, classroom engagement, and educational outcomes. This design

facilitates an in-depth understanding of how teachers' attitudes towards technology may

impact their overall effectiveness in the educational setting.

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Research Environment

The research will be conducted at Calamba National Comprehensive High School

(CNCHS) in the Municipality of Calamba, Misamis Occidental. The participants of the study

will be the Grade 10, 11, and 12 working students in CNCHS. The Municipality of Calamba

is a 4th class municipality in the Province of Misamis Occidental, Philippines. Calamba is the

strategic point of trade and commerce for the five municipalities of Misamis Occidental,

which are Plaridel, Lopez Jaena, Baliangao, Sapang Dalaga, and Conception. The annual

regular revenue of Calamba for the fiscal year of 2016 was P90,693,008.99.

Research Participants

The research involved students at CNCHS who. The participants of this study were

(45), who were selected through Slovin's formula. The selection criteria included: a) Their

willingness and openness to integrating technology into their teaching methods. b) The

number of years each teacher had spent in the teaching profession, ensuring a mix of

experienced and relatively newer educators. c) The variety of technological tools employed,

encompassing a range from basic to advanced applications, to offer a comprehensive

perspective on technology integration in teaching practices.

Data Gathering Procedure

The researcher will seek for the School Principal’s Office before starting the study.

After obtaining approval, the researcher will inform each section’s adviser and provide them

with a consent letter, including details for the participants, one week before the data

collection. This is done to coordinate scheduling and avoid disrupting participants’ classes.
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For this study, approved questionnaires will be used and the data gathering will take

place exclusively on the school premises. Once the data collection is scheduled, the

researcher will personally administer the survey questionnaire to the participants, ensuring a

thorough understanding and full cooperation. The approach also facilitates easier access to

retrieve data. The collected data will then be tallied and interpreted.

Statistical Treatment

In this study, Pearson’s correlation coefficient was employed as statistical treatment to

examine the correlation between working hours spent by the working students and their study

balance. Additionally, the mean is also used to cover the average time they spent on their

study and the average time they spent on their working jobs as well.
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Chapter 3

Results and Discussion

This chapter represents the results, analysis, and interpretation of the data gathered
from the questionnaires distributed to the field. The said data

Table 1:

Number of Hours spent in working

Sex Average Number of Hours per day spent in

working

Male 4.1

Female 4.75

Overall Average 4.38

The table shows the average number of hours spent by the participants per day

working. Male working students revealed a mean of 4.1 or 4 hours and 6 minutes per day,

while the female working students revealed a mean of 4.75 or 4 hours and 45 minutes. The
Working students and their hours of study P a g e | 10

overall average of all participants showed 4.38 which means that on average, the participants

spend 4 hours and 22 minutes working per day.

Table 2:

Number of student’s frequency in working

Frequency Number of Students Percentage

Daily 14 53.85%

Weekly 7 26.92%

Occasionally 5 19.23%

Never 0 0

The table clearly illustrates the distribution of student participation in the activity

based on frequency. The majority of students, accounting for 53.85%, participate in the

activity daily. This indicates a high level of engagement and commitment among these

students. The second highest frequency group consists of students who participate weekly,

representing 26.92% of the total. While this group is smaller than the daily participants, it still

suggests a significant number of students who consistently engage in the activity on a weekly

basis. Additionally, 19.23% of students participate occasionally, indicating that there is a

smaller subgroup who engage in the activity from time to time. It is worth nothing that there
Working students and their hours of study P a g e | 11

are no students who never participate in the activity, which suggests a positive overall level

of involvement among the student population. Overall, the table provides valuable insights

into the varying levels of student participation, highlighting the majority of daily participants,

followed by weekly and occasional participants.

Table 3:

Number of Hours spent in studying

Sex Average Number of Hours per day spent in

studying

Male 2.9

Female 2.94

Overall Average 2.92

The table shows the average number of hours spent by the participants per day

studying. Male working students revealed a mean of 2.9 or 2 hours and 17 minutes per day

studying, while female working students has mean 2.94 or 2 hours and 56 minutes. The

overall mean of participants showed 2.92 or 2 hours and 55 minutes. This indicates that

female working students spend slightly more time studying than male working students and

the overall average is closer to the female mean.

Table 4:

Number of Hours frequency

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Frequency Number of Students Percentage

Always 10 38.46%

Most of the time 9 34.62%

Occasionally 7 26.92%

Never 0 0

The table provides information about the frequency of certain number of hours spent

by students on a particular activity. It shows that 10 students, or 38.46% of the total, always

spend time on activity. Additionally, 9 students or 34.62% do so most of the time, and 7

students or 26.92% do so occasionally. Notably, none of the students surveyed reported never

engaging in this activity. This data indicates a high level of participation in the activity

among the students surveyed.

Table 5:

Pearson Correlation Coefficient r result on the Relationship between hours spent in working
and hours spent in studying.

Mean Pearson, r Interpretation

Hours spent in 4.38 0.51 Moderate Positive

working

Hours spent in 2.92

studying

The value r= 0.51 indicates that there is moderate positive correlation between hours

spent by working students and their hours in studying. The mean values for both variable are

4.38 (hours spent in working) and 2.92 (hours spent in studying). This implies that as the
Working students and their hours of study P a g e | 13

number of hours spent working increases, there is a tendency that the hours spent in studying

increase proportionally.

The correlation coefficient of 0.51 quantifies the strength and direction of the

relationship between these two variables. The positive correlation implies that in this

population, students who spend more hours working also tend more hours studying.

In practical terms, the moderate positive correlation between hours spent working and

hours spent studying suggest that on average, students who dedicate more time to their work

commitments also tend to allocate more time to their studies.

Working students and their hours of study P a g e | 14

Chapter 4

Conclusion and Recommendation

Conclusion

This study explored the impact of hours spent by working students of Calamba

National Comprehensive High School and their study balance. Based on the findings,

students manage their time effectively to balance their work and study commitments. This

study shows that effective time management has been displayed by the working students,

suggesting that as the students devoted time to work increases, there is a tendency for an

associated increase in study hours. However, further research with larger population is

needed to fully validate these findings. While the current results are already encouraging,

continued investigation is crucial to unlock the full potential of this study.

Recommendations

Addressing the issue of a lacking population size, a larger number of people is

essential. This recommendation allows full validity of the study allowing a more reliable

data. Furthermore, the perspective of their bosses’ is also an argument, it is advisable to

Working students and their hours of study P a g e | 15

connect with them as well and gather data about their perceptions ensuring a non-biased

perception between both working student and their individual bosses’.

Summary of Findings

The findings from the results indicate that if working student exhibit adept time

management skills, adeptly juggling their work and academic responsibilities. The

discoveries indicate that as students allocate additional hours to employment, there is a

proportional rise in the study time.

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References:

Abenoja, R., Accion , N., Aguilar, J., Alcasid, M., Amoguis, A., Buraquit, D., … & Pame, J.

(2019). The experiences of working while studying: A phenomenological study of

senior high school students. University of Immaculate Conception.

Antipolo, J., (2021). Balancing school and work amidst a pandemic: Working students’ time

management. Educational Management, 3(1), 58-63.

Dundes, L., & Marx, J. (2020). Balancing work and academics in college: Why do students

working 10 to 19 hours per week excel?.” Journal of College student Retention, Theory &

Practice 8, 8(1), 107-120.

O’Mahony, M. A., & Jeske, D. (2019). Study-work-life balance of international students in

the context of temporal boundaries. Journal of Interdisciplinary Studies in Education,

&(2), 63-79.
Working students and their hours of study P a g e | 17

Appendices

Name:______________________________________(Optional)

I. Demographic profile of the participants

Grade:____ Section:____________ Sex:_______ Age:____

THE IMPACT OF HOURS SPENT BY CALAMBA NATIONAL COMPREHENSIVE HIGH SCHOOL WORKING
STUDENTS AND THEIR STUDY BALANCE

Objective 1: How many hours per day do Calamba National Comprehensive High School working
students dedicate to their job?

1. How many hours per day do you spent in working?

Answer:________________

2. How often do you dedicate more than 4 hours working per day?
a. Daily c. Occasionally
b. Weekly d. Never

Objective 2: What is the average amount of time Calamba National Comprehensive High School
working students dedicate to their studies?

1. How many hours do you dedicate to your studies per day?

Answer:________________

2. Are you able to maintain consistent study schedule each day?

a. Always c. Occasionally
b. Most of the time d. Never

Objective 3: Is there significant effect between hours spent by Calamba National Comprehensive
High School working students and their study balance such as studying, homework, and project?

1. If given the option, would you choose to work fewer hours to focus more on your studies?
a. Always c. Occasionally
b. Often d. Never
2. Do you find it challenging to balance work and study commitment?
a. Strongly agree c. Neutral e. Strongly disagree
b. Agree d. Disagree
Working students and their hours of study P a g e | 18

3. How do you prioritize between work and study commitment when conflicts arise?
a. Prioritize work c. Balance both equally
b. Prioritize study d. Never prioritize both

Appendix B

The Impact of Hours Spent by Calamba National Comprehensive High School Working Students and
their Study Balance

Validation on The Impact of Hours Spent by Calamba National Comprehensive High School
Working Students and their Study Balance

Dear Experts,

Greetings!

We are a Grade-12 students of Humanities and Social Sciences, Confucius. We sincerly ask
for your assistance in validating the question for my research paper.

This questionnaires contains number of items related to our reearch which is the impact of
hours spent by calamba national comprehensive high school working students. We need your expert
judgement on the degree of relevance of each item to the reseacrh objectives.

General Objectives:

This study aims to investigate the impact of hours spent by Calamba National
Comprehensive High School working students and the student’s study balance.

Specifically, this study sought to answer the following:

1. How many hours per day do Calamba National Comprehenive High School working

students dedicate to their job?

2. What is the average amount of time Calamba National Comprehenive High School

working students dedicate to their studies?

3. Is there significant effect between hours spent by Calamba National Comprehenive High

School working students and their study balance such as studying, homework, project,

and etc?
Working students and their hours of study P a g e | 19

Thank you very much and God bless you always. Please put a check (/) in the box and write

your remarks in the space provided on the next page.

Expert Opinion Rate:

A. Accept

B. Modify

C. Reject

The Impact of Hours Spent by Calamba National Comprehensive High School Working Students and
their Study Balance

Questions ACCEPT MODIFY REJECT

1. How many hours per

day do you dedicate to
your jobs?
a. Less than 1 hour
b. 1-2 hours
c. 2-4 hours
d. More than 4 hours
2. What is the usual time
commitment for you in
terms of daily job
hours?
a. 1-2 hours
b. 1-3 hours
c. 5-6 hours
d. More than 7 hours
3. How often do you spend
additional time on
studies beyond your
regular schedule?
a. Rarely
b. Occasionally
c. Frequently
d. Always
4. How often so you
dedicate more than 4
hours per day to your
job?
a. Daily
b. Weekly
Working students and their hours of study P a g e | 20

c. Occasionally
d. Never
5. How many hours do you
work during weekends?
a. 1-3 hours
b. 4-6 hours
c. 7-9 hours
d. More than 9 hours

Appendix C
Working students and their hours of study P a g e | 21