Chapter II

Review of Related Literature

identified financial needs as the primary reason for students choosing to work while studying, to

support their daily expenses and academic costs. The study also highlighted several challenges

faced by working students, such as time management issues and maintaining dedication to their

education. Despite these challenges, participants viewed working while studying as a means of

self-motivation to develop skills necessary for future employment. Moreover, the study

emphasized the importance of qualities like self-control, dedication, and effective time

management for students balancing employment and academics.

In a study titled "The Phenomenon of Student Life Studying while Working in the City of

Padang" by Mesra et al. (2021), various challenges faced by students studying while working

were highlighted. These challenges include dealing with sleepiness during college due to night

shifts, struggling to complete assignments due to fatigue from work, and other related issues. The

researchers identified eight phenomena of student life in Padang associated with studying while

working, including working afternoon or night shifts while studying during the day, experiencing

sleepiness both in lectures and at work, frequently being late to work and campus, multitasking

by completing college assignments during work hours, gaining dual experiences and skills

simultaneously, being indebted to employers for college expenses, adapting to independent

thinking in various situations, and rarely returning home.

According to the findings of the study, the main reason students work part-time is to earn

additional money rather than gain experience, with many students involved in business or
customer service roles. A significant challenge faced by students is complaints from friends and

family about spending less time with them. However, the study also revealed benefits such as

making friends at work and achieving financial security. Despite these challenges, students find

comfort in having a strong support system from family, friends, and significant others, along

with high hopes and determination to complete their education and career aspirations

(Maquiling, 2018).

As noted by Steinberg et al. (1981), the trend of students engaging in part-time and, in some

cases, full-time employment is increasingly prevalent worldwide. This phenomenon has been

recognized for decades, as highlighted by Schill, McCartin, and Meyer (1985), who suggested

that working while studying naturally exposes students to the skills required for future careers.

Recent studies have further emphasized the benefits of part-time employment for students,

including the development of teamwork, customer service, communication, and practical skills

(Lucas & Lammont, 1998; Curtis & Lucas, 2001). Such experiences enable students to bridge

their academic knowledge with real-world applications, thereby enhancing their motivation and

future employment prospects (Curtis & Shani, 2002; Curtis & Williams, 2002).

Researchers have concluded that the combination of financial needs and experiential learning

opportunities can significantly enhance students' future career prospects (Harvey, 2000; Devlin,

James & Grigg, 2008; Nonis & Hudson, 2006). However, while part-time employment offers

various benefits, it is often viewed as a necessity for survival in today's higher education

environment (Watts & Pickering, 2000). Studies, such as Manthei and Gilmore (2005), highlight
that the income from part-time jobs is typically allocated to essential living expenses, illustrating

the practical importance of such employment for students.

Part-time work serves as an introduction to the realities of the professional world and contributes

to both personal and career development, particularly in the context of higher education (Tymon,

2013; Tomlinson, 2007). Universities should explore opportunities to integrate work experiences

into students' education, offering exposure to part-time vocational roles and career-related

experiences (Yorke, 2004; Glover, Law & Youngman, 2002).

However, it's essential to acknowledge the potential negative impacts of part-time employment

on students. Research by Manthei and Gilmore (2005) suggests that working part-time may

reduce the time available for studying, while Jogaratnam and Buchanan (2004) indicate that

students balancing part-time work with full-time academic loads are more likely to experience

stress and sleep deprivation. Indeed, the combination of full-time study and part-time work can

have detrimental effects on students' physical and mental health, ultimately impacting their

academic performance (Hovdhaugen, 2015; Creed, French & Hood, 2015; Darolia, 2014).

Universities should recognize the challenges faced by students managing part-time employment

and adapt their support structures accordingly. Flexible assignment structures and course

requirements can accommodate students' work commitments (Curtis, 2007), while appropriate

training opportunities can enhance students' coping mechanisms and employability (Watts &

Pickering, 2000). Additionally, universities must address the disparities in academic performance

between part-time working students and their full-time counterparts, perhaps through targeted

interventions and support services (Jogaratnam and Buchanan, 2004). Ultimately, acknowledging

and managing the stressors associated with part-time employment can contribute to a more

supportive and conducive learning environment for all students.

experiences of Marist Working Students," it was found that the personal and social

responsibilities of working students pose challenges as well as fulfillments in balancing

academics and employment. Despite facing difficulties in time management, financial stability,

parenting responsibilities, and others, students managed to maintain a balance between their

academic pursuits and work commitments.

Race & Reyes (2020), in their study "High School Working Students: A Phenomenological study

with Photovoice," discovered that high school students are compelled to work due to familial

poverty, often with only one parent employed. They willingly take up employment to support

their families for a better life and to pursue their own educational aspirations. However, these

students encounter sacrifices such as sleep deprivation, multitasking, and limited free time.

Furthermore, part-time jobs play a significant role in higher education beyond just financial

support. According to Penalosa et al. (2019), students seek part-time employment to meet their

educational expenses, such as tuition fees and school supplies, while also aiming to gain valuable

experience to enhance their future career prospects.

Dungon et al. (2024) highlighted in their study "Study Habits and Sacrifices of Working Students

in a State University" that many working students employ techniques like the Pomodoro method,

planners, to-do lists, and Quizlet to effectively manage their time amidst busy schedules. These

students also acquire new skills, particularly improved communication abilities. However, they
often have to forgo extracurricular activities due to work commitments and may develop

different study habits, such as reduced note-taking and less extensive reading.

Moreover, university students working while studying often do so to support financially

disadvantaged families. They face financial challenges stemming from unemployment, death,

and health issues within their families. These students are determined to prove that poverty does

not hinder education success but encounter psychological challenges due to external

discouragement and lack of familial moral support (Balacuit, 2022).

The PUPWebSite (1998) has undergone significant evolution, catering specifically to students by

providing them with relevant and useful information and online services. It has emerged as one

of the University's most effective promotional mediums. Advancements in Internet and Web

technologies have facilitated the delivery of personalized and pertinent information to our

clientele. This customer data enables us to tailor our content and services to assist visitors in

swiftly accessing the information they require. By replacing more expensive traditional methods

with streamlined online solutions, such as reducing paper, printing, and postal costs through

online distribution, PUPWebSite has proven to be a more efficient and cost-effective platform.

Online submission and updates of customer information also contribute to minimizing errors in

data entry, enhancing overall efficiency. These are just a few ways in which an academic website

can positively impact the university's bottom line.

AISIS Online (2006) offers a precise definition of the Ateneo Integrated Student Information

System (AISIS), serving as the portal for Ateneo students, faculty, and staff. Through AISIS
Online, enrolled students can access relevant school information, including their Individual

Program of Study (IPS), grades, and class schedules. Additionally, students can use AISIS

Online for recruitment purposes. Faculty and staff with access to AISIS can submit grades and

access class schedules remotely.

In the Philippines, the Commission on Higher Education (CHED) has initiated programs to

ensure the security of academic records. Through a memorandum of agreement (MOA) signed

with the National Printing Office (NPO), CHED aims to secure the authenticity of academic

credentials, including diplomas and transcripts, for college and university graduates. This

initiative seeks to combat the use of fake diplomas and school records, thereby enhancing the

credibility of Filipino college graduates to potential employers, both domestically and

internationally.

Republic Act No. 10175, also known as the Cybercrime Law (2012), recognizes the importance

of creating an environment conducive to the responsible use of information and communications

technology (ICT) while safeguarding computer systems and data from misuse and illegal access.

The law punishes acts such as the alteration or deletion of computer data with the intent to

deceive, regardless of whether the data is directly readable.

Marrero (2009) discusses the emergence of Information Systems (IS) in the early 1960s and its

association with Information Science, which encompasses the generation, collection,

organization, storage, retrieval, and dissemination of knowledge. IS comprises interconnected

components designed to support operations, management, and decision-making within

organizations, aiming to inform and assist users in making informed decisions based on reliable

data.
Evangelista (2008) describes the Student Information System (SIS) of Nueva Vizcaya State

University as a secure, web-accessible system allowing users to access grade reports, transcripts,

class schedules, and remaining semester balances online. Each student is assigned a unique

identification number, streamlining data access and management. This web-enabled SIS

enhances admissions capacity, supports policy decisions, reduces data collection burdens, and

aids parents in monitoring their children's academic progress.

Synthesis

Two studies shed light on the prevalence and implications of part-time employment among

students. Turmin et al. (2020) underscored financial needs as the driving force behind students'

decision to work while studying, despite facing challenges such as time management and

dedication to academics. Working students viewed their employment as a source of self-

motivation and skill development. In contrast, Mesra et al. (2021) highlighted the myriad

challenges faced by students balancing work and study in Padang, including sleepiness,

multitasking, and financial pressures. Despite these challenges, part-time work offers valuable

experiences, including skill development and financial security. However, universities must

acknowledge and address the potential negative impacts of part-time employment, such as

reduced study time and increased stress. Flexible support structures and targeted interventions

are essential to create a conducive learning environment for all students.

Multiple studies investigate the experiences of working students across various educational

settings. Canto et al. (2023) and Race & Reyes (2020) examine the difficulties and motivations
faced by students balancing work and academics, while Penalosa et al. (2019) emphasize the

dual role of part-time jobs in providing financial support and valuable career experience.

Conversely, Dungon et al. (2024) reveal the sacrifices made by working students, such as

reducing extracurricular activities and adapting study habits. Financially supporting families

adds an extra layer of challenges, as highlighted by Balacuit (2022).

Advancements in technology have revolutionized academic support systems, with platforms like

PUPWebSite (1998) and AISIS Online (2006) providing personalized services to students.

Initiatives by the Commission on Higher Education (CHED) aim to ensure the authenticity of

academic records, supported by legislation like Republic Act No. 10175. Marrero (2009)

discusses the role of Information Systems (IS) in aiding organizational operations, while

Evangelista (2008) illustrates how Student Information Systems (SIS) streamline data

management and support decision-making in educational institutions. Overall, these studies

underscore the multifaceted challenges and opportunities in the modern educational landscape,

with technology playing a pivotal role in addressing them.