Exploring The Lived Experiences and Difficulties

Exploring the Lived Experiences and Difficulties
of Self-Supporting High School Students of Saint

Paul Vocational and Industrial High School
Zane Ashley F. Magauay

Vanessa A. Ponce
Khim Andrea P. Tiu
Luis Daldin S. Abrenica
Mark Julius Bingayan
Gerwin G. Baloloy
Researchers
CHAPTER I
The Problem and Its Background

INTRODUCTION
In a world where financial instability and poverty persist, parents’

normal
responsibilities in providing for their children’s needs, including education,
are
under increasing pressure. When parents are unable to fully provide for
their
children due to financial issues and shifting economic status dynamics, a
growing
trend emerges: self supporting students. These individuals, who
frequently face
financial limits and interpersonal difficulties, are forced to take on the task
of
supporting themselves while carrying out their education.
Many of them come from backgrounds where financial difficulties

hinder
their access to the same resources and opportunities as their peers. As a
result,
they must navigate a complex web of responsibilities and obligations,
often from a
young age, to ensure their basic needs are met. The study of Abenoja et
al. (2019)
found out that studying while working is undoubtedly tough because it
requires
managing your social life, family time, school, and work. The pursuit of
education itself is demanding. Yet, working while studying to support
yourself presents an even greater challenge.
Studies requires a lot of time, and combining work with your studies
is indeed difficult and requires more time and effort than normal students.
Working and studying at the same time teaches students the value of
being responsible. Combining academic study with employment is typical
for a wide range of students because work becomes an additional source
of knowledge and skills, as well as a motivation to learn (Yanbarisova D,
2015).
Students who work while studying can experience both advantages
and
disadvantages (Jewell, 2014).It might cause stress for someone due to the
compilation of schoolwork, assignments, and deadlines that must be met
on time.
But, on the positive side, it made students resilient, responsible, and
resourceful.
The relationship between work intensity and academic performance
explains the adverse impact of working while studying, demonstrating
that full-time
employment has a negative effect on students' academic achievement.
(Caldwell,
2017).
On the other hand, Irfan (2014) pointed out that working provides
students
with experience, training, and independence. The effects may vary among
different
students depending on how they cope with the various difficulties of
working while
studying.
This study aims to explore the lived experiences of self-supporting

high
school students of Saint Paul Vocational and Industrial High School
(SPVIHS), with
a focus on understanding the difficulties they encounter, the coping
methods they
use, and the unique perspectives they bring to their educational journey.
Statement of the Problem:
This study was conducted to explore the experiences and difficulties

faced by self-supporting high school students. Specifically, it aimed to
answer the
following questions:
I. What are the main financial challenges faced by self-supporting high

school
students?
II. How do self-supporting high school students balance their work
responsibilities
with their academic obligations?
III. What are the psychological and emotional impacts of being a self-
supporting
student, and how do students cope with these challenges?
IV. How do self-supporting students perceive the value of education, and

how does
their perspective differ from students who are financially supported by
their
parents?
V. What support systems, if any, are available to self-supporting high

school
students, and how effective are these in addressing their needs?
Significance of the Study:
This study aimed to understand the unique challenges these

students face
while balancing academics with the demands of employment or financial
independence. The result of the study will beneficial to the following:
Self-Supporting Students: The study aims to validate self-supporting

students'
experiences, identify common challenges, and develop tailored resources
and
support services to help them manage their responsibilities effectively.
Parents and Guardians: Understanding self-supporting high school

students'
experiences can empower parents and guardians to provide targeted
support,
recognize pressures, and facilitate open communication to address
concerns and
offer assistance where needed.
Students: The study can enhance students' understanding of self-
supporting peers',
awareness of unique challenges, promoting empathy, reducing stigma,
and offering
strategies for coping and academic success.
Researchers: Researchers can gain valuable insights into the lived

experiences of
self-supporting high school students, contributing to the body of
knowledge in the
field of education and sociology.
Future Researchers: The study can serve as a foundation for future

research
endeavors focusing on self-supporting students in different contexts or
exploring
related topics to further the findings of this study.
The study focusing on self-supporting high school students has the

potential to positively impact their academic, financial, and overall well-
being by
addressing the unique challenges they face and offering insights into
effective
coping strategies.
Scope and Delimitation:
The lived experiences of self-supporting high school students will be

the
main emphasis of this study, particularly in the context of poverty and
unstable
finances. The study will examine the difficulties these students encounter,
such as
the demands of juggling employment and school, as well as how
socioeconomic
constraints affect their access to opportunities and resources.
Additionally, the
study will highlight their coping mechanisms and the distinct viewpoints
they offer
to their academic endeavors.
The Researcher is limited on self-supporting senior high school
students
enrolled at Saint Paul Vocational and Industrial High School. The study
means that
the findings may not be applicable to all senior high school students, such
as
those who are not self-supporting.
The research is limited on self supporting Senior High School

students.
This study will not conclude any other study, it focus on work-study
balance,
challenges, how to manage their income for daily expenses. The research
might
aim to highlight only issues on related to self supporting students.
Definition of Terms:
For a common frame of references, the following terms were

operationally
defined:
Self-supporting - refers to students who financially support themselves,

while also
attending to school.
Financial instability - refers to the condition of students where they

need financial
support to meet their basic needs.
Poverty - refer to the condition of financial hardship that these students
face while
trying to support themselves through high school.
Financial Limits - refers to the limitations and boundaries obligated by

their
financial situations.
Interpersonal difficulties - refers to the conflicts experienced in their

relationships
with peers, teachers, and family members.
Shifting Economic Status Dynamics - refer to the changes in the social
journey
experienced by students over time.

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Exploring the Lived Experiences and Difficulties

of Self-Supporting High School Students of Saint

Zane Ashley F. Magauay

The Problem and Its Background

In a world where financial instability and poverty persist, parents’

Many of them come from backgrounds where financial difficulties

This study aims to explore the lived experiences of self-supporting

Statement of the Problem:

This study was conducted to explore the experiences and difficulties

I. What are the main financial challenges faced by self-supporting high

IV. How do self-supporting students perceive the value of education, and

V. What support systems, if any, are available to self-supporting high

Significance of the Study:

This study aimed to understand the unique challenges these

Self-Supporting Students: The study aims to validate self-supporting

Parents and Guardians: Understanding self-supporting high school

Researchers: Researchers can gain valuable insights into the lived

Future Researchers: The study can serve as a foundation for future

The study focusing on self-supporting high school students has the

Scope and Delimitation:

The lived experiences of self-supporting high school students will be

The research is limited on self supporting Senior High School

For a common frame of references, the following terms were

Self-supporting - refers to students who financially support themselves,

Financial instability - refers to the condition of students where they

Financial Limits - refers to the limitations and boundaries obligated by

Interpersonal difficulties - refers to the conflicts experienced in their

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