Background of the study

Working and studying while in college can be rewarding and tiring at the same

time. The number of college students who work and study during college has

dramatically increased over the years. Money is the main key in college in which

students acquire tremendous amount of debt to pay off. Many college students work

while attending school which in return has an effect. Some students forgo these

opportunities out of fear that a part-time job will distract them from school. However,

research shows that students who work between 10-15 hours per week during college

are actually more likely to obtain a Bachelor's degree. But it is important that they limit

the hours spent dedicated to these jobs and seek out positions that provide them the

flexibility to juggle both work and school (Kozinsky, 2017), For students who choose to

work while studying, there are various reasons that lead them to undertake this

commitment, such as financial issues, experiences, networking, and many other

reasons. Over time, students need more and more financial support to cover their

expenses for living and studying since the price of every single thing keeps increasing.

When looking for work as a college student, consider employers that offer flexible

scheduling or understand the need to attend classes at specific times. Build the work

schedule around the need to study, attend class and get plenty of sleep. Many colleges

have programs to employ students on campus (Amelia, 2012).

In U.S. colleges, where 41.6% of students experience anxiety and 36.4%

experience depression, the question of whether working while attending college full time

is a choice that takes careful consideration. Working can increase the stress already
present among students, making it even more difficult to balance work and personal life.

However, working while in college proves to be an asset for students by giving them the

experience necessary to find future jobs, along with teaching time management and

potentially decreasing the amount of loans that students take out to pay for college.

Working in a particular place also provides opportunity to students to expand their social

network (FRANKLO, 2019). When college students dedicate too much time to outside

work, though, it can divert their attention away from their studies, make them feel lost

along the road, and negatively impact their academic achievement. Nevertheless, this

study aims to determine the effects of working while studying to the academic

performance of Criminology students in Davao Oriental State University- San Isidro

Campus.
Statement of the Problem

This study will be conducted to identify the impact of working while studying of

criminology students in Davao Oriental State University- San Isidro Campus. The

researchers seek to answer the following;

1. What are the effects of working while studying to the performance of criminology

students in Davao Oriental State University- San Isidro Campus?

2. What are the challenges faced by the students in studying while working? 3. What

are the coping mechanisms of the criminology students in studying while working?

3. What are the coping mechanisms of the criminology students in studying while

working?
 CHAPTER 2

Review of Related Literature and Studies

This chapter presents the related literature and studies after the thorough and in-

depth search done by the researchers. This will also represent the synthesis of the

effects of working while studying on academic performance.

Local Literature

Self-development is also a driving force: they want to improve themselves, the

quality of life they have, and gain experiences that they could possibly use in the future.

Most of the reason why students work is because of money (Abenoja et al., 2019). This

serves as an internal motivation for students to work more even though they are

studying as well because they earn money. Working also gives them a happy feeling

because they gain while studying. In the same way, it helps them manage their time

properly and efficiently by determining their time for study and time for work but there

are times that they are having poor time management due to work overload. Being a

working student is truly hard and it comes with great responsibility. However, based on

this study's simulacrum, Filipino working students adversities, namely work adversities,

academic adversities, financial adversities, and personal adversities, have huge impacts

on their lives. The experiences and lessons that the students all gain will serve as a

catalyst that would jump-start their future careers.

Foreign Literature

Our resuits support the further development of work-study programs. They are in

line with the conclusions of a recent VoxEU column (Ashworth et al. 2018), which points

out that work while in high school or college can be a human capital investment with

significant payoffs. However, when extrapolating our results to different contexts, it is

Important to think carefully about the main features of the programme assessed in our

study. First, the programme offers high-quality jobs, with scope for learning and human

capital accumulation.

The experimental literature on summer jobs in the US has found no earnings

effects of low-quality jobs (Gelber et al. 2016, Davis and Heller 2017). Second, the

school enrolment conditionality of the programme limits its potential negative effects on

education, even though we do not find negative effects on the intensive margin or after

the programme when the conditionality no longer binds. We believe that these features

of the programme (i.e. high quality jobs compatible with schooling), which have been

replicated in other countries (e.g. the Federal Student Work Experience Programme in

Canada), are key components of its success. This claim, of course, should be validated

through future research.

Working is now a fundamental responsibility for many undergraduates. But

understanding how employment affects students' educational experiences is

complicated by why students work. Many students must work to pay the costs of

attending college. As College Board policy analyst Sandy Baum 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.

Moreover, most of the college students are working as they study, but the amount

and type of work varies widely. And the forces behind those variances aren't random.

Low-income working students tend to work longer hours than their high-income

counterparts. They also are more likely to be black or Latinx, older and female,

according to a 2018 report from the Center on Education and the Workforce at

GeorgWorking experiences also vary depending on students' incomes. For high-income

students, their work is more likely to connect to longer-term professional and academic

goals. To Ahiman, the research on working students is an example of the different

experiences students are having based on their incomes. The types of privileges you

enter college with tend to compound in college," she said. Low-income students tend to
work to put food on the table, she said, while high-income students use work to pursue

passions and interests. Working while in college has become a way for some students

to "give themselves an edge," said Nicole Smith, chief economist at the Center on

Education and the Workforce and co-author of the Report.etown University.

Background of the Study

Working while studying is mostly motivated by financial necessity: to makeup for

losses in various forms of understudy support; to supplement income toprovide a better

understudy knowledge; or to support future goals. Additionally, itgives students the

opportunity to share responsibility for paying for their educationcosts, gives them a

sense of financial independence, and develops accountmanagement skills in them. In

order to gain a deeper understanding of the reasonspeople choose to work, the kind of

jobs they take on, and the benefits andchallenges of working while pursuing higher

education (HE), this new study buildson findings from the SIES (Williams, 2014). In

order to aid them with their studies,eight out of ten (77%) understudies are now working

part-time, according to a studyperformed by Endsleigh (2015). The most difficult part of

being a working student isprobably finding a balance between your social life, family

time, schoolwork, andwork. Your stress levels can be reduced ten times by learning how

to manage thepressure that comes with being a working undergrad and making sure

you get atleast one night off each week (Mitchell, 2016).

Despite their financial difficulties, students are nonetheless able to

supportthemselves through employment. Online jobs, paid corporate internships,

fast-foodcrew positions, and school jobs are the job alternatives for Filipino working

students,according to The Working Student (2016). In order to keep their jobs and

maintainacademic performance, Filipino students struggle. According to the most recent

data from the Commission on Higher Education (CHED), there are currently around
216,000 understudies in the Philippines juggling school and work. Working students

make up about 8% of all college students in the Philippines (ABS-CBN News, 2010).

The results of the Williams (2014) study show that students labor because they

have a financial need, to fulfill an urgent or basic need, and to support their fellow

students in achieving their long-term goals. This was corroborated by a study conducted

by Furr and Elling in 2002, which found that students' part-time employment was

motivated by financial difficulties. In addition to these causes, working while in school

has negative effects, as shown by the findings of a study by Darolia (2014), where

understudies do worse academically due to work obligations. As a result, the students

were less confident about enrolling, dropped out, and started looking for permanent

employment. According to U.S. Bureau of Labor Statistics (2013), 34.1percent of high

school students that graduated between January and October 2013 are now part of the

workforce.

The majority of studies on working students are carried out at academic institutions

in industrialized nations, however these studies lack information on how working

students deal with problems in their daily life. According to the research of Ruhm

(1997), it is important to comprehend the effects of working students on society

because, as the rate of working students reached an abnormal level, job- hiring began

to demonstrate the unfavorable effects that were attributed to it since it reduces

academic performance and instructional fulfillment, especially among young workers

without school training. However, if employment at a young age turns out to be

advantageous for the economy. The high percentage of working students could thus

contribute to the profit gaps that were later discovered. In order to properly study the

experiences of working students and comprehend what a working student is,

researchers must be able to recognize the gaps in this work because there are

numerous possible conclusions.

This study investigates how students devise strategies to make the most of their

time when working and studying. The aforementioned study also seeks to look into and

identify students' experiences at work. They are only beginning to realize how difficult

things are. The issues they run into follow. Then, how do they handle and overcome

such challenges. Finally, I'll provide a potential solution that could soon benefit the

working students.
Statement of the Problem

This study aims to determine the experiences of working while studying of

graduating BSA students in San Carlos College

1. What is the profile of the respondents in terms of;

1.1. Age

1.2 Sex and,

1.3 Health Status

2. How does being a working student affect your academics?

3. What are the time management practices of working students?

4. How do working student manage their time?

 CHAPTER 2
Review of Related Literature and Studies

Local Literature

The Commission on Higher Education (CHED) reports that approximately Currently,

216,000 students in the nation are giving false information about their studies,

employment, and This percentage represents around 8% of all college students in the

nation. CHED the majority of today's working students are involved in the food industry,

entertainment, and aside from their regular jobs as research assistants and librarians,

they also work in sales. "One of due to the current financial situation, students require

additional revenue. Officer-in-charge of the executive director's office of CHED, Atty.

Julito Vitriolo. Additionally, he noted that due to rising commodity and tuition costs, these

students are required to work alone. According to the CHED, only half of working

students complete their degrees because they cannot adjust and is unable some

students prioritize their schoolwork despite their health, whereas others don't continue

due to monetary issues. Working students are advised by CHED to pursue employment

that are less demanding and more closely related to their courses so that they can

comfortably work.

As many studies suggested, indeed a combination of full-time studying and part

time working can cause a damaging effect on the physical and mental health of

students. It can create a negative impact on academic performance (Hovdhaugen,

2015; Creed, French & Hood, 2015; Darolia, 2014). In the study of Curtis and Shani

(2002), they believed that students who are working part-time would most likely miss

lecturers with a lot of lessons to catch and feel that they could achieve higher grades
had they not been working. For that reason, universities should be aware of

contemporary. a student's life. This is supported by assignments and course

requirements (Curtis, 2007). Perhaps students will develop transferable abilities that will

improve their employment can boost self-assurance in the workplace (Watts &

Pickering, 2000). Negatively, students who work part-time typically receive lower grades

compared to their peers who are full-time students. especially a part-time employee.

Working students are a frequent occurrence. Buchanan and Jogaratnam (2004) argued

that institutions have a moral obligation to operate more efficiently recognize and control

the stresses that full-time students endure and part-time employment. Maybe giving

pupils the right instruction would serve as a substitute. Universities that are having

trouble with the discussions around the price or practicality of talents development may

be able to benefit from the using the synergy that already exists, these conflicts can be

resolved.
Foreign Literature

According to Steinberg et al. (1981), getting students involved in the occurrence of

some full-time job is becoming more widespread worldwide. Working while learning, as

was also noted in a study from 30 years ago, gives students a chance to naturally with a

mention of the conditions that must be met for it to work in a later stage of one's career

(Schill, McCartin, & Meyer, 1985). Additional research shown that students who work

part-time can readily build teamwork, customer service, communication, and practical

knowledge are all important (1998; Curtis & Lucas; 2001; Lammont). Students can

immediately interact with teachers use their part- time employment experiences to

improve and hone their academic information, drive, and employment chances (Curtis &

Shani, 2002; Curtis & Shani, 2003). Consequently, some studies have found that

combined with financial requirements and the chance to acquire new skills will ultimately

improve. Future employment opportunities (Devlin, James, & Grigg, 2008; Harvey,

2000; (2006) Nonis & Hudson. The findings of the research by Watts and Pickering

(2000) have a variety of while working part-time and studying full-time. Responders

typically saw part-time work as a favorable thing essential to surviving in the modern

higher education environment. The majority of money earned is typically used for

necessities of life. From the viewpoint of part-time employment for students themselves

frequently serves as an introduction to the real world, will help them advance both

personally and professionally, especially in higher (Tymon, 2013; Tomlinson, 2007)

education sector. Higher educational establishments should look for ways to improve

the degree to which students can acquainting them with the world of employment and

exposing them too educational, part-time vocational. Numerous research has looked at
the effects of part-time employment working with full-time students based on Manthei

and Gilmore's research. For example, in 2005 it was thought that working part-time left

less desired time to study. Also, Jogaratnam and Buchanan (2004), specified that new

students who choose to do a part-time job while having full-time academic load were

most likely to suffer from stress and sleep deprivation.

The National Center for Education Statistics in America reports that in 2007, nearly

half (45%) of "traditional" undergraduates-students between the ages of sixteen and

twenty-four who were enrolled full-time in college-worked while they were enrolled.

About 80% of traditional-age undergraduates who were enrolled part-time in college

had jobs while they were there. Concern among the instructors who work with them

and, in some cases, the students themselves about how much time they spend working

has grown over time. According to recent data, 80% of American undergraduates were

employed while enrolled in college in 1999-2000 (King, 2003).

This is an 8% rise over the class from less than a decade earlier, in which 72% of

students were employed (Cuccaro-Alamin & Choy, 1998). Additionally, it appears that a

substantial body of research supports the advantages of not working compared to

working as a student (King, 2002; Pascarella & Terenzini, 1991).

While some of these students receive "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, as College Board policy analyst Sandy Baum argues

in a 2010 collection of essays, I edited titled Understanding the Working College

Student: New Research and Its Implications for Policy and Practice. Some students of

the conventional age group might work as a means of exploring their career alternatives

or making extra money.

According to Carol Kasworm, an adult education professor at North Carolina State

University, and other authors who contributed to Understanding the Working College

Student, work plays a significant role in the identity of other students, especially adult

students. Regardless of the motivation for working, juggling the various and

occasionally competing responsibilities of being a student, employee, parent, and so

forth frequently leads to high levels of stress and anxiety, which decreases the likelihood

that students will finish their degrees. What Effects Does Work Have on Students'

Success (?)

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

behavior theory (Bean, 1985; Pascarella & Staver, 1985; Tinto, 1975) that has long

been linked with persistence (Kuh, 1995; Pascarella & Terrenzini, 1983).
Background of the Study

This research is Examining the interplay between Employment and Academic

Performance among Senior High School Working Students S.Y 2023-2024. Also, the

main objectives in this research to identify the experiences for being senior high school

working students. Working while studying having a hard time management for their daily

life and it has a big impact on academic performance of senior high school students.

Working while studying is driven fundamentally by budgetary need: to cover

setbacks in different types of understudy bolster; to top up salary to give a 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 undertakenand

the difficulties and advantages of 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 with 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 (Mitchell2016). 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 must 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 others give up because of financial problem.

Statement of the Problem

This research focuses on examining the problem they encountered by working and

academic performance in senior high school students.

Particularly, this research attempts to answer the following questions:

1.What are the problems they encountered by working students?

2.What are its effects on their academic performance?

3.What is the perception of working while studying?

4.What is the positive and negative effects of working while studying?

5.What are the challenges faced by students when working while studying and how do

they overcome the problems?

6.What are suggestions and recommendations for students who are working while

studying?
 CHAPTER 2

Review of Related Literature and Studies

Local Literature

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, McCartin, & 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. Also, Jogaratnam and Buchanan (2004), specified that new

students who choose to do a part-time job while having full-time academic load were

most likely to suffer from stress and sleep deprivation. As many studies suggested,

indeed a combination of full-time studying and part-time working can cause a damaging

effect on the physical and mental health of students. It can create a negative impact on

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

In the study of Curtis and Shani (2002), they believed that students who are working

part-time would most likely miss lecturers with a lot of lessons to catch and feel that they

could achieve higher grades had they not been working. For that reason, universities

should be aware of contemporary students' lives. They should introduce an element of

flexibility as a mean of structuring assignments and course requirements to support this

(Curtis, 2007). Positively, perhaps students might obtain personal transferable skills,

enhance employability, and increase confidence in the world of work (Watts & Pickering,

2000). However, negatively, students who are working part-time tend to achieve poorer

marks compared to their classmates who are studying full-time. A part-timer working

student is a common phenomenon. Jogaratnam and Buchanan (2004) suggested that

universities have a moral requirement to understand and manage the stressors

experienced by students studying full-time and working part-time more effectively.

Perhaps, providing appropriate training for students would be an alternative.

Universities who are struggling with the debates regarding the cost or validity of

practical skills training might be able to take advantages of the synergy that exists as a

means of solving these tensions.

Foreign Literature

The study of Elisabeth Hovdhaugen (2015) emphasizes that there are many

possible factors why students leave in a specific university before having the degree of

completion, and one of the most cited is being engaged to work while studying. With the

use of survival analysis, this paper evaluates the impact of employment status on

dropout rates. It identifies that employment status does have an influence on dropout

rates to students who are less likely to complete their program due to working full time

alongside studying full time than students working short part-time or not working at

all.However, it seems that working more than 20 hours a week increases the risk of

dropout as much as full-time work as if there is a threshold to how much students can

work. The integration of employment status into the analysis does not change the effect

of variables known to influence on dropouts such as gender, grades, and social

background, but it adds to further explain who the possible students that dropout may

are. This denotes that models for retention and dropout must also take such external

factors into justification, not just consider what happens at the university, as in the

model of student departure. Stated by Marcia Devlin, Richard James, Gabrielle Grigg

(2008), the changing nature of higher education funding arrangements and the shift

towards "user pays" is the main determinant of the new relationship between students

and universities in Australia. In 2007, the Centre for the Study of Higher Education

(CSHE) completed a commissioned national study, Australian University Student

Finances 2006: Final Report of a National Survey of Students in Public Universities. In

presenting the project report, this article discusses selected findings relating to student
expectations, engagement to show a worrying picture of threat in financial, involvement

in paid work and examines the possible effects on the quality of higher education.

According to Sandra Franke (2003), the average of over 4 hours a day to their

education and about7 to 8 hours of entertainment finds young people whose primary

activity is attending high school devote. Men spend more than half an hour than women

on rest and about half an hour more on unpaid work. In comparison to groups with other

age, students who are in high school still have the time for personal care and could

sleep 9 hours a day. There has a considerable impact on a student's time by adding a

paid job to high school studentsIn the midst those with paid employment, female

students spend an average of one hour daily which is less than male students on their

jobs (0.7 hours versus 1.9 hours per day). Accommodating their entry into the labor

market, male high school students reduce their free time by 1.5 hours. On the other

hand, female students sleep for about one hour less. However, both men and women

nearly give the same amount of time to beneficial activities (paid work, unpaid work, and

studies), because female high school students do about half an hour more unpaid work

for a total of 1.4 hours per day than males. Based on the study of Rajeev Darolia

(2014), there are a growing number of students in college that are working
Background of the Study

Working while learning. The life situation of the working students who fight for their

dreams despite in the absence of the people who supposedly support them. Almost

27% of the 16 years old students are having part time jobs (young people in England

2006). In their minor age, they were already engaged into such kind of work.

According to BIS 2013, the students are classified to be engaged into 4 types of

work activity: 1. Paid work-the student is in the job which is work related to his/her

course. 2. University-based work -the place where the students is working is in the

school where he/she is studying. 3. Voluntary work-is organized by the student

themselves. 4. Work placements-is unpaid and compulsory part of a course which is

facilitated by the school. Working students primarily belong to paid work and university-

based work. It is a wonder think that despite of being a working student, there is no

negative effect that working student will face (Greenberger and Steinberg. (1986). It is

crucial to have a step on the stories that they have which enables for us to understand

them well.
Purpose of the Study

The purpose of this narrative study is to identify the reasons why students engaged

in working. This study wanted to know how the working students coped with their

situation. More importantly this study was ascertain student's perceptions about their

experiences in the life of a working student and what are the insights of a working

student.

Research Question

1. What are the reasons why students engaged in working?

2. How did the working students cope with their situation?

3. What are the insights of a working student?

 CHAPTER 2
Review of Related Literature and Studies

Local Literature

FACTORS AFFECTING WORKING STUDENTS

Elisabeth Hovdhaugen's (2015) research highlights the fact that there are numerous

reasons why students could quit a particular university before receiving the one of the

most frequently stated examples of completeness is getting engaged to work and

academic study. This report analyzes the data using survival analysis to assess the job

status's effects on dropout rates. It indicates that the status of employment has an

impact on dropout rates for student who are less to finish their program because they

work full-time jobs in addition to attending school full-time for a short time, part-time, or

not at all. But it appears that putting in more effort more than 20 hours a week raises the

likelihood of dropping out by the same amount as working full-time. The amount of work

that students can handle has a limit. incorporating employment Including status in the

study had no impact on the influence of the known factors such as gender, grades, and

social background on dropouts, but it also contributes to further describe the types of

pupils who might drop out. Thus, models are indicated for retention and dropout must

also consider these outside reasons while justifying, not only Just think about what

occurs at the university, such the student departure model. Marcia Devlin, Richard

James, and Gabrielle Grigg (2008) claimed that Higher education funding arrangements

are evolving, and there is a move "User pays" is the primary factor governing the new
dynamic between students and Australian universities. According to the Centre for the

Study of Higher Education in 2007, Australian University Student, a national study that

was commissioned by (CSHE) Final Report of a National Survey of Students in Public

Universities: Finances 2006. This page presents the project report and analyzes some

of the findings related to expectations and involvement of students to paint a concerning

picture of financial jeopardy, involvement in employment for compensation and

investigates potential impacts on higher education. According to Sandra Franke (2003),

the average of over 4 hours a day to their education and about 7 to 8 hours of

entertainment finds young people whose primary activity is attending school devote.

Men spend more than half an hour than women on rest and about half an hour more on

unpaid work. In comparison to groups with other age, students who are in school still

have the time for personal care and could sleep 9 hours a day. There has a

considerable impact on a student's time by adding a paid job to students. In the midst

those with paid employment, female students spend an average of one hour daily which

is less than male students on their jobs (0.7 hours as opposed to 1.9 hours each day).

As a means of preparing for their entry into the workforce, male students lower by 1.5

hours, during their spare time. Contrarily, female students sleep for around a half-hour

less each night. However, about the same amount of money is donated by men and

women time for productive pursuits (work, studies, and volunteerism), because women

students work an additional one and a half hours unpaid, for a total of 1.4 hours in terms

of daily hours. Based on the study of Rajeev Darolia (2014), there are a growing

number of students in college that are working and to a greater extent. Using nationally

representative data from the 1997 National Longitudinal Survey of Youth, he analyzes
the different effects of working on grades and credit completion for undergraduate

students in the United States. There are strategies to identify the causal relationship

between working and academic performance including 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 both aspects that vary over time. He examines that with a particular focus on

differences between full-time and parttime students, consequences of working for

diverse subgroups will deal with. He also discovers no proof that the harming students’

grades are being negatively impacted by marginal full-time students take fewer credits

every term despite putting in more work hours expanding work.

EFFECTS OF WORKING WHILE STUDYING

Pascarella and Padgett (in Lederman 2009), sought to examine the effects of work

on academic performance and observed how students who devoted their time into on-

and off-campus work contributed on the students critical thinking, moral reasoning,

socially responsible leadership, and mental well-being. Results revealed that working 20

hours and more had a positive effect on students' psychological well-being, and

students who worked off campus also trended positively on leadership skills. Work did

not have much bad effect on cognitive type outcomes like moral reasoning and critical

thinking, but work has a positive result on things like psychological well-being and

leadership even when one is working a ton of hours. Findings further showed that there

were significant differences in the impact about students who entered college with
various academic prowess combined with much more can damage students who

received lesser scores on college admissions tests. Working between one and ten

hours a week on campus a beneficial impact on high-ability pupils' critical thinking, but a

significant detrimental impact influence on students with limited ability.

Kavarana (2013), discovered that there was an increase in the number of working

students, can be attributed to a desire to minimize loans and debts. Students felt the

need to limit their borrowing and therefore earn more of the tuition. Another benefit lies

in the feeling of self-achievement and self-satisfaction that is achieved through

challenging oneself with double the workload and two different lifestyles. It is all about

pushing oneself to the limits and proving to the world that one can manage their time in

the best possible way and make the most of it by working and studying at the same

time. It also believed that such an attitude reflects the abilities of hard work and

determination in people, which are qualities that a corporation normally seeks. Whether

it has to do with financial matters. According to Alli (2010), future employability chances

are impacted by a mix of the foundation of success is collaborative learning and

working, which It depends on one's future and career.

Pike in Lederman (2009), found that there are several amounts of on and

off-campus work that directly influenced students' self-reported grades and indirectly

affected their levels of engagement in academic activities. Working more than 20 hours

a week has huge impact on students' grades, whether the employment is on campus or

off. As reported, students who work 20 hours or less, on and off campus have similar
grades as do students who do not work at all. The indirect relationships between

employment and grades, as indicated by students' levels of engagement in

"educationally purposeful activities," are more complicated. Students who work 20 hours

or less a week on campus report higher levels on all five levels of engagement used.

Moreover, working 20 hours or less off- campus strengthens There are various amounts

of on and off and Pike in Lederman (2009) found that. a student's self-reported grades

and performance were directly impacted by off-campus work. Their levels of

participation in academic activities in a negative way extra effort grades are negatively

impacted by working more than 20 hours per week, regardless of the job. Students

working 20 hours or less each week, both on and off campus, it has been reported have

academic performance comparable to students who do not work at all.

Background of the Study

Work-life balance is essential in both expert business practice and academic

research. The literature displays that work-life balance is a dominant issue distressing

wellbeing, as family and work are the most important elements in everyone’s life. This

study aimed to explore the work and family life balance experiences of Filipino

expatriates in selected companies in the Kingdom of Bahrain. Descriptive-exploratory

method of research was used by the researchers to obtain the needed data for the

study using questionnaire and interview as instruments in securing necessary

information from the respondents. Two One hundred seven (207) Filipino expatriates

from selected companies were respondents of the study using the purposive sampling

technique. This research also inveterate the undesirable effects of poor WLB due to

high levels of work-family conflict on work satisfaction and psychological health. To

ensure valid, reliable, and scientific presentation analysis, and interpretation of data, the

following statistical tools were utilized in this study: simple frequency, percentage, and

weighted mean. The respondents were selected through purposive sampling technique.

The data was analyzed using IBM SPSS version 20. The findings and conclusion

obtained from the respondents have good perceptions of work-life balance though work

gets much everything from them in many ways. The study cannot be used as a general

concept to refer to another organization as the focus is only on work-life balance.

Statement of the Problem

This study aimed to explore the work and family life balance experiences of Filipino.

This research aims to answer the following;

1. What is the demographic profile of the respondents with regards to the following?

1.1 age

1.2 gender

1.3 marital status

1.4 educational attainment

1.5 occupation

1.6 monthly salary

2. What is the work life of the respondents in terms of the following:

2.1 working hours

2.2 psychological distresses

2.3 work satisfaction

3. What is the family life of the respondents in terms of the following?

3.1 family satisfactions

3.2 work-family conflict

4. What is the perception of the respondents on work-life balance?

 CHAPTER 2

Review of Related Literature and Studies

Local Literature

According to Shree & Jyothi (2012), Work-life balance can be broadly defined as

existing when people experience a lack of conflict between the demands of work and

nonwork roles. This can also be thought of as, "meaningful daily achievement and

enjoyment in each of the four quadrants of life-work, family, friends and self"

According to Frone (2003), . An important feature of work-life role

interrelationships is that they operate bidirectionally: work can interfere with nonwork life

and nonwork life can interfere with work. There are other aspects to work-life balance

that also deserve mention. In particular, it is the notion of work/nonwork facilitation,

which is also called the work/nonwork enhancement or positive work/nonwork spillover.

This related phenomenon occurs when one’s experiences and skills developed in

one role, help in the successful meeting of demands in the other role. The scale looks at

the general mental health of individuals, which was defined by Whaley et.al. (2005) as a

state of wellbeing where people are able to lead a fulfilling life. The scale measures

participants’ wellbeing through assessing the appearance of distress.

 Work-family conflict occurs when work activities interfere with family activities, and

in contrast, family-work conflict occurs when family activities interfere with work

activities (Breaugh & Frye, 2007; Hill, 2005).

The literature indicates various definitions of work-family conflict and family-work

conflict. These conflicts occur bi-directionally, which means that a negative experience

at work can affect employees’ family life, and vice versa (Wayne, Grzywacz, Carlson &

Kacmar, 2007; Yang, 2005). This happens because work-family conflict is negatively

related to family life satisfaction, whereas family-work conflict is connected to lower

work satisfaction.

Foreign Literature

According to Hyman and Summers (2004), there is unevenness of adoption access

different sectors and organization lack of formalization and of policies and organization

level.

According to Mohammad niaz (2008), in his research work titled "Work-life balance

practices and gender gap in job satisfaction,” discusses the role of of work-life balance

practices by explaining the paradox of the contended women worker. The main finding

is that work-life balance is the important determinant of the intrinsic and extrinsic

aspects of job satisfaction.

 According to Rebbecca's (2009) quotes in “Work-life balance: Men and Women,” that

women and men have a different perception on work-life balance. According to her,

women devote more time to family and men spend more time pursuing their personal

interests. She states that balance is not only about dividing the time spent on work and

personal life but also establishing harmony that reflects the individuals priorities.

According to Peter (2009), In his study “Work-life balance and subjective well-being,

he“ explains about the work-life balance and the well-being of the employees. According

to him, a sufficient amount of time available increases the well-being of the employees

as it helps in satisfying personal needs.

According to R Baral and S Bhargave (2011), in their research work titled “HR

interventions for work-life balance,” quotes that work-life balance is the concern for both

research scholars and business leaders in view of the technological, demographic and

organizational changes related to it. They have explained about the challenges that the

HR managers face while effectively implementing the policy in their organization. They

suggest that the organizations must implement work-life balance policies and

incorporate the organizational culture that ensures employee commitment and

productivity.
Background of the Study

Working while studying is driven fundamentally by budgetary need: to cover

setbacks in different types of understudy bolster; to top up salary to give a 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 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 because of financial problem. In Davao Region, the low rates of the study

accomplishments are the central concern of the Department of Education (DepEd). The

study of Ramento (2011), states that the low educational attainments of the students in

the City of Davao were due to a low salary which leads the students to combine working

and studying. Thus, the students that have financial problems are spending more time

working than studying, and because of this, they attained poor grade and poor

performance in school.

According to the findings of the study conducted by Williams (2014), the central

concern of the Department of Education (DepEd). The study of Ramento (2011), states

that the low educational attainments of the students in the City of Davao were due to a

low salary which leads the students to combine working and studying. Thus, the

students that have financial problems are spending more time working than studying,

and because of this, they attained poor grade and poor performance in school.

According to the findings of the study conducted by Williams (2014), the

reasons why students work is due to budgetary need, meet a quick or basic necessity,

and to help the understudies in their future objectives. This was supported by the study

of Furr and Elling (2002), where the reason why the students work part-time is due to

financial problem. Aside from these reasons, there were also consequences of working

while studying and that is according to the findings of the study of Darolia (2014), where

understudies take fewer attributes in school because of work duties. As a result, the

students' lost confidence to enroll and are dropping out and started to find a stable job.

The U.S. Bureau of Labor Statistics (2013), found 34.1 percent of high school students

that graduated between January and October 2013 are now part of the workforce.

Researches about working students are mostly conducted at universities in developed

countries, but those researches lack knowledge about how working students face their

everyday lives and how they conquer every problem they encounter. According to the

study of Ruhm (1997), it is necessary to understand the effects of working students in

society because as the rate of working student reached an abnormal state, job-hiring

started to show the negative impacts that were attributed to it since it lessens instructive

fulfillment and scholarly execution particularly among youthful laborers without school

training. On the other hand, if working at a young age proves to be a favorable aspect of

the economy. Then the high rate of working student could add to profit gaps observed

later in life. Since there are many possible conclusions, the researchers have to see the

lapses of this work so that the researcher will be able to explore the experiences of the

working students and to be able to understand fully what a working student is.
 This study explores how the student creates ways to maximize their time in working

and in studying. The said study also aims to investigate and identify students'

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. Finally, to

provide a solution that might help the working students shortly.

 CHAPTER 2

Review of Related Literature and Studies

Local Literature

According to the Republic Act No. 10175 also known as the Cybercrime Law

(2012); The State recognizes the importance of providing an environment helpful to the

development, acceleration, and rational application and mistreatment of information and

communications technology (ICT) to attain free, easy, and intelligible access to

exchange and/or delivery of data; and the need to protect and safeguard the integrity of

computer, computer and communications systems, networks, and databases, and the

confidentiality, integrity, and availability of information and data stored therein, from all

forms of misuse, abuse, and illegal access by making punishable under the law such

conduct or conducts. About this, the idea, revision, or removal of any computer data

without right resulting in false data with the intent that it can be considered or acted

upon for legal purposes as if it were authentic, regardless whether or not the data is

directly readable and intelligible.

Marrero (2009), stressed that the concept of Information Systems (IS) emerged in

the early 1960s about his study entitled "Student Information System for the University

of the Cordilleras". More often, when the information system is defined, the field

Information Science is always associated; it is an academic field that deals with the

generation, collection, organization, storage, retrieval, and dissemination of recorded

knowledge. Furthermore, it is a collection of related components designed to support

operations, management, and decision making in an organization. Generally, IS is

supposed to inform people and it supports people or users in making intelligent

decisions based upon the information derived from reliable data.

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.
Foreign Literature

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, McCartin, & 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.

Also, Jogaratnam and Buchanan (2004), specified that new students who choose to do

a part-time job while having full-time academic load were most likely to suffer from

stress and sleep deprivation. As many studies suggested, indeed a combination of

full-time studying and part-time working can cause a damaging effect on the physical

and mental health of students. It can create a negative impact on academic

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

study of Curtis and Shani (2002), they believed that students who are working part-time

would most likely miss lecturers with a lot of lessons to catch and feel that they could

achieve higher grades had they not been working. For that reason, universities should

be aware of contemporary students' lives. They should introduce an element of flexibility

as a mean of structuring assignments and course requirements to support this (Curtis,

2007). Positively, perhaps students might obtain personal transferable skills, enhance

employability and increase confidence in the world of work (Watts & Pickering, 2000).

However, negatively, students who are working part-time tend to achieve poorer marks

compared to their classmates who are studying full-time. In particular, a part-timer

working student is a common phenomenon. Jogaratnam and Buchanan (2004)

suggested that universities have a moral requirement to more effectively understand

and manage the stressors experienced by students studying full-time and working

part-time. Perhaps, providing appropriate training for students would be an alternative.

Universities who are struggling with the debates regarding the cost or validity of

practical skills training might be able to take advantages of the synergy that exists as a

means of solving these tensions.

Background of the Study

Since the start of the pandemic, our economic growth has fluctuated and has been

damaged so badly. Nowadays, a part-time job is needed and has been important to

generate extra income because of the economic crisis all over the world. A part-time job

is a type of employment wherein an employer hired employees to work for them and

pay them depending on the number of hours they worked. Most part- time job seekers

are students who work during their free time and when they have no classes.

Douglas C. Maynard Todd J. Thorsteinson Natalya M. Parfyonova, (2006) said the

definition of part-time work in government is less than 30 to 35 hours per week but it

depends on the company policy and the need of the company.

Then, David Robotham (2012) said in the 1990s reported the level of student

part-time work increased. But only some country is allowing their students working as

part-time and developing students to work part-time. The government prefers their

students to learn and study without stress.

According to Paul Barron Constantia Anastasiadou (2009) part-time is to develop

understanding to students knows and learn the way they learned. They need to gain

knowledge and experience about hospitality. They need to be friendly and know how to

treat guests, visitors and customers and to satisfy them. If a company doesn't have

enough employees, problems will happen such as miscommunication between

employee and employer, staff and customer or others. At the same time, this problem

also affects some students who have financial problems, that lead them to undertake

this commitment, such as financial issues, experiences, networking, and many other

reasons. Over time, students need more and more financial support to cover their

expenses for living and studying since the price of every single thing keeps increasing.

Based on findings from the survey in the 2008 National Survey of Student

Engagement, working while studying can provide positive impacts on students'

engagement with school work (The Benefits of Working While Enrolled in College, n.d.).

Some significant benefits that work provide to college students are relatable working

experience, time management skills, freedom from debt, and better academic

performance (Caldwell, 2017).

Statement of the Problem

The objective of this study is to identify the Effects of Part-time Employment on The

Academic Performance of 1st year Social Studies A Students. Specially, the research

will be able to:

1.Determine the demographic profile of the student

a. Age

b. Sex

c. Status

2.Identify the challenges of the student..

3.Determine the coping mechanism of the student.

 CHPATER 2

Review of Related Literature and Studies

Local Literature

Two in one refers to a person who works and studies at the same time, whereas a

working student is a student who is allowed to work while studying in order to cover their

own expenditures. They are the people who discover ways to sustain themselves, to

help their parents cope with the steady growth in tuition fees, and to meet their own

requirements while studying. Having a job while studying is difficult, but it is a

tremendous aid for a student, especially those who have a parent who cannot financially

support them due to our country's most famous problem, poverty. According to (Furr

and Elling, 2000), there are numerous reasons why students work part-time. Secondly.

financial difficulties are frequently cited as reasons for some students being forced to

work part-time.

According to the study of Pregoner, Accion, Buraquit, and Amoguis (2020), creating

strategies to maximize time for work and study is significant to the life of working

students where it highlights the importance of effective time management to overcome

difficulties and cope with the challenges they encounter at school and in their

workplace. The common suggestion that emerged was the need for commitment and

discipline among students who

choose to work while studying. Strategic planning, goal setting, and effective

organization were identified as significant factors in managing their time.The personal

adjustment strategies were similar to the internal efforts exerted to manage the

demands for obligations in the school and the workplace.

This includes developing organized approaches and reduction of potential barriers.

However, the aforementioned study lacked an exploration of time management

interventions related to adapting to the external environment. It did not address the

specific questions of how work arrangements and task delegation in the workplace

could be beneficial for working students.

Foreign Literature

The study of Butarbutar, Lubis, Siregar, & Supitriyanni (2022) revealed that sharing

responsibilities enables working students to devote adequate time and energy to their

studies while at the same time minimizing their work stress. There is limited literature

supporting the significance of working students' healthy collaboration at the workplace

while studying which is a compelling phenomenon to create further research.

Additionally, working students were empowered to manage their time more efficiently

and improve their overall productivity when they seek advice and emotional support

from other people in the workplace. Most of them expressed that reaching out to more

experienced co-workers helped them overcome obstacles, as these individuals provided

significant insights and strategies regarding external conflicts outside their workplace.

Barbanchon, Thomas Le, et. al (2019) The Effects of Working while in School.

Academic studies may aid in the transition from school to work. For starters. young

individuals in the job may develop talents that they would not have learned in school.

They could be general or sector-specific hard skills (for example, understanding how to

produce business reports) or soft skills (for example, working well in groups or being

prompt). Second, early job experience might signal to employers prospective workers'

productivity or motivation, which is especially essential when a candidate's school

grades or final diploma lack information on specific skill levels. Finally, employment may

give funding for students to complete their study.

Background of the Study

it is reported that about 216,000 counts of students in the Philippines are currently

juggling school and work. Similarly, the Commission on Higher Education (CHED)

reports that about 8% of college students are working students, mostly working in the

food, entertainment and sales industry Some are working in the library or as research.

assistants. (Sembrano, 2010) Furthermore, Atty. JulitoVitriolo, officer-in- charge at

CHED stated that "some students need an extra income in their own because of the

financial crisis", adding that these students are usually forced to work because of higher

commodity prices and tuitionfees, not including expenses for books, uniform and

transportation. The CHED said that only 50% of working students get finish a college,

because not that many can cope up with the struggle of working students getting

stopped between work and studies (Study Moose, 2016).

Similarly in other countries, there is an increasing trend in the number of working

students. Rapacon (2015) determined that for the past 25 years, there is a 70%

increase in the number of college students who are working, accounting to 19.7 million

working students. The sad news is that there reports show that only 50% of working

students finish their studies and graduate from college. The other 50% were unable to

cope with the demands of the academe. (Sembrano, 2010). In response to this, the

Earn and Learn Policy was implemented to help working student better cope with the

demands of working while concentrating on their studies (Duncan, 2003).

Statement of the Problem

1. What is the Demographic Profile of the respondents, in terms of:

1.0 Age

1.1 Year Level

1.2 Spend of working hours

1.3 Monthly income

1.4 Work shift

2. What are the Major Concerns as a part-time worker?

3. What are the Difficulties engaging to have a part-time jobs?

4. What are the factors that affecting the academic performance of working

Students, in terms of;

4.1 Well being

4.2 Time Management

4.3 Work-life balance

5. Does the demographic profile influences the factors affecting the academic

performance of the respondents?

 CHAPTER 2

Review of Related Literature and Studies

Local Literature

Accion, Nico, et. Al. (2019) "The Experiences of Working while Studying: A

Phenomenological Study of Senior High School Students.", University of Immaculate

Conception

This study investigates how students devise strategies to make the most of their

time when working and studying. The study's other objective is to look into and catalog

students' employment-related experiences. They are only beginning to realize how

difficult things are. The issues they run into follow. Then, how do they handle and

overcome such challenges. Investigating the experiences of working while studying is

the goal of this study. A qualitative study is used in this investigation. It is a subjective

report that used a phenomenological approach to cope with gathering crucial

information. The Snowball Method is the approach taken in creating this component of

the study. Based on the participants' perspectives of working while studying, it is

established that supporting oneself financially, developing oneself, and having an

internal drive to combine theory and practice are among the factors that motivate

working while studying at a university. The results also demonstrate that the participants

have a positive outlook and effective time management. Additionally, it demonstrates

that efficient time management and introspection are key to solving the issues they
face. The participants were asked for advice and recommendations for students who

are in a similar situation in the last study question. One of the recommendations is that

students who choose to work while they are in school must first be dedicated and

disciplined.

Coral, Andrea Faye, et. al. (2020) "Challenges Encountered by Working Students

that Affect their Academic Performance" A working student is someone who works and

attends school at the same time. Working as a student necessitates significant effort not

just in his work but also in his studies. Being a working student is exceedingly difficult

since they must devote 100% of their concentration in school and 100% of their strength

at work. To characterize the features of a population being researched, this study

combined quantitative research and a descriptive method. Purposive sampling was

used to select 50 Grade 12 Performing Arts students to receive survey questionnaires.

The survey questionnaire was designed to identify the obstacles that working students

face that affect their academic achievement. The study's findings revealed that, in terms

of working students, the weighted mean of the respondents was 3.7, indicating that the

biggest problem experienced by working students that affects their academic

performance is financial. Meanwhile, the weighted mean of the responses was 3.1,

indicating that working students have a slight barrier that affects their academic

performance. The weighted mean of the answers was 3.25. indicating that working

students have a slight challenge that affects their academic performance. In terms of

time management, the researchers suggested the following. If you are a working

student, you should be able to manage your time well. A working student should be able
to balance his or her time between study and job, plan everything. and implement

solutions. In terms of priorities, working students will have to pick between work and

school; working students should recognize what is more important to prioritize, even if

you are weary, you must push yourself and be motivated to complete the tasks at hand.

To achieve one's dreams, one should prioritize their goals. Working students should

save more for future expenses, spend their money on things they need rather than

things they want, know how to budget their money, and employ effective money-saving

tactics.

Foreign Literature

Kwadzo, Moses, et al (2014) "International Students Experience of Studying and

Working at a Northeastern Public University in the US", University of Cape Coast,

Ghana.

This study examines the experiences of overseas students who study and work at

a Northeastern University of Medicine. Using a face-to-face phenomenological research

methodology twenty worldwide participants' personal experiences using interview and

photo-elicitation techniques The students were taken. The findings of this study

indicated that these students benefited from the responsibilities that resulted from their

dual role as both students and employees in many ways. However, they also suffered

from emotional and physical stress which resulted in tiredness, lack of sleep, role

conflict, homesickness and frustration. Interestingly, these students effectively employed

different coping mechanisms including finding social support, and participating in leisure

and non-leisure activities to off-set the negative effects of studying and working

concurrently.

Baum, Sandy, et. al. (2010) "Understanding the Working College Student"

American Association of University Professors.

According to College Board policy analyst, Understanding the Working College

Student: New Research and Its Implications for Policy and Practice, while some of

these students receive "work" as part of their financial aid package, some students

either do not receive work-study funds or discover that their rewards are insufficient to

meet their attendance fees. Some students of the usual age group may work to

investigate potential careers or to supplement their income. Employment is an intrinsic

component of the identity for certain students, especially adult students, according to an

adult education professor at North Carolina State University and other authors who

contributed to Understanding the Working College Student. Notwithstanding the

incentive for working. managing the multiple and sometimes competing responsibilities

of being a student, employee, parent, and so on frequently leads to high levels of stress

and anxiety, decreasing the likelihood that students will complete their degrees.
Background of the Study

Part-time, as defined by the Merriam Webster Dictionary, refers to "working or

involving fewer hours than is considered normal or standard". With this thought, It can

be said that part- time jobs are works or activities that have lesser time involved than

what is customary. These jobs are mostly taken by students who require additional

budget to give sustenance for their financial academic needs. Many of these students

are those in college with tons of projects and homework to be passed on certain

deadlines. Moreover, to have high grades, these students need to be participative in

class and are obliged to be punctual. In that way, however, having a part- time job might

directly interfere with their studies and divert their attention and focus from school.

Effective time management should be practiced by students with part-time jobs in order

for them to halance not just their jobs and their studies, but also their lives as

individuals.

In the last decade, the importance of work-life balance in New Zealand has been

ground. Because of the impact of globalization, structural adjustment of sophisticated

technology and the 24-hour, 7 day working culture have changed the way work is

conducted. Therefore, this idea of having students with part time job is real, widely

spread in countries all over the world and consist of different stories and reasons. This

newly emerging phenomenon does not receive that much attention, but it has significant

implications to different schools, universities, students and emplover themselves.

 Philippines is known for having the best and trust worthy crew available. Filipinos

tend to do the best that they can in everything that they do. Now that there is an

increase in number of student workers, they also give their best in balancing studies

and their work. Working in the Philippines is difficult especially that the salary is not that

enough in raising their family and paying their daily needs. Now, that makes these

students work harder and do things the "Filipino way" by means of doing everything for

the love of family. Balancing work and studies is already a responsibility that makes the

situation change. Sad at it is but there are a lot of Filipino students who work part time

job. They avail scholarships and at the same time work whenever they are available.

But that "available time" is sometimes occupied with things that they need to do in

school such as projects, assignments and studying for the exams. In simple situation in

a person's life, responsibilities make it difficult and sometimes confusing.

The following factors affect the studies of the students. This can be seen as the

impending decline of the local achievement rates are the first concern of the

Department of Education (DepEd) in the Davao Region. There are studies that show

that the declining rates of both the high school and college students in Davao City were

due to many reasons. This includes weak study skills, the lack of parental guidance and

notably, being put into the labor force (Ramento, 2011).

In some establishments in Davao City they allow students to work as service crew.

But not all these students are consistent in going to school. Some are almost working

full time and some stop continuing their studies. They are not just only focusing on
studies and work but also with their family. Because of lack of guidance from their

parents they are force to do things that we could not imagine that a student can do.

These are the perceptions that are present in the city.

 CHAPTER 2

Review of Related Literature and Studies

Local Literature

Balacuit, Castor V., et al. (2022) "Working While Studying: The Academic

Challenges of working Scholars" Surigao del Sur State University.

Success in tertiary education is not solely determined by intelligence: self-

discipline, diligence, initiative, and determination are cornerstones that must be

maintained. The purpose of this research is to investigate the academic obstacles faced

by working scholars at Northeastern Mindanao State University (NEMSU), a state

university in Surigao del Sur, Mindanao, Philippines. This investigation attempted to

investigate the academic problems of working academics in terms of financial, social,

and psychological variables, as well as teacher aspects and classroom environment.

The study used a mixed methods approach, with the quantitative result generated via a

researcher-created checklist survey questionnaire. Furthermore, the researchers had a

Focus Group Discussion (FGD) with the working academics, during which the

comments were thematically extracted in order to obtain an extended result from the

quantitative data, giving this study a mixed method design-an explanatory approach. It

has been discovered that university students work while studying to support their

underprivileged families; to sustain their scholastic expenses for their dreams of having

a better life; to compensate for a lack of financial support from their families due to
unemployment, death, and health concerns; and to demonstrate to others that poverty

is not a barrier to success in education if one is determined to succeed. Working

scholars' principal academic issue in their daily lives is financial problems, which are

connected to school-related fees (requirements), needs, and wants. Furthermore,

working professors have psychological difficulties as a result of external

discouragement and a lack of moral support from their families.

Lumugdan. Chrissia Lynelle, et. al (2022) "Working Student: The Challenges and

Benefits" Village People.

Students that work during their college years do not get adequate sleep. The

nights are long, and the mornings are dreadful. We only have weekends off, and even

then, we may have a shift in the early morning. If you're a working student, you can see

why putting in extra hours at work sounds more enticing than participating in school

activities. Of course, it's not because you don't want to participate in such joyful and

thrilling activities; rather, the extra income could have a significant impact on your

financial situation. Furthermore, with homework and a part-time job, you rarely have

time for yourself, let alone others. Unfortunately, juggling a social life, a career,

education, and family time is challenging. It's easy to become overloaded, especially

when you don't have much time to unwind. Being a student is difficult job! Working as a

student presents additional challenges. While we encourage you to work hard for your

goals, don't forget to have fun along the way. After all, you are still a student.
Foreign Literature

According to Shannon Webster (2022), student employment means having a full or

part-time job while going to school as a full-time student. Others define it as a practical

option or to achieve the main objective of developing a stable job that will allow them to

pursue their interests after graduation. However, for some students, taking work is not a

personal preference but a duty or need (Thi Nga, 2020). Working students range in age

from 16 to 64, as stated in the Department of Commerce Current Population Survey

(CPS). Among undergraduates enrolled part-time in 2018, 3 percent worked less than

10 hours per week, 5 percent worked 10 to 19 hours per week, 24 percent worked 20 to

34 hours per week, and 47 percent worked 35 hours or more per week.

According to Shahida Ab et al. (2021), while some people may be able to

successfully juggle employment and school, others may experience difficulties that

negatively affect their performance in either or both fields. The outcome is greatly

influenced by variables like time management, employment responsibilities, and

personal situations. Individuals must be aware of their limitations and seek assistance

or make necessary adjustments as needed. Institutions and organizations can also help

by providing flexible schedules, resources, and understanding work environments to

support people in succeeding in both their professional and academic endeavors.

Background of the Study

Education is one of the most important assets a person can obtain. It is not only

because it helps us gain knowledge, interpret things correctly, and trains us to be good

citizens. But also, education is the foundation to improve one's life as this is part of the

process to pursue our preferred professions or specialties. That is why there are a lot of

students who chose to study and work at the same time, for them to continue their

studies, get into college or masters, help their families, and save money.

Even way back before the pandemic, a lot of students are already earning and

pursuing their education at the same time. These can vary from doing part-time jobs,

freelancing, and starting their businesses. A research concluded that the common

reasons why students take part-time jobs are the intention to fulfill their educational

needs and to look for advanced experiences [1]. Not everyone has the privilege to

easily attend school and afford to buy school necessities. Family income may not be

enough that's why they decided to work while studying to help their families. And for

some, they may enjoy the challenge as they gain professional life skills that can be used

in the future.

The CoVid19 pandemic affected the livelihood of many resulting in the shutdown of

businesses [2], and an increase in unemployment. On the other hand, it also opened a

lot of opportunities for students to earn money. Some took online jobs and even pursued

online selling and businesses. As the pandemic forced everyone to work and learn from
home to ensure safety, it is easier to manage one's time compared before as you are

only in the comfort of your home, thus the number of Working Students increases.

Balancing school and work responsibilities are what makes being a working student

challenging. It can be hard to focus on your studies, find time for yourself, family,

leisure, and it can also affect your health due to lack of sleep and attentiveness.

This study aims to gather an in-depth understanding from the experiences of

working students and how they balance their school and work responsibilities in the

midst of the CoVid19 pandemic. This study also aims to contribute to the field of

literature and serve as a guide for future researchers.

Statement of the Problem

This study's main goal was to know and understand the experiences of working

students in how they balance their school and work life amidst the CoVid19 pandemic.

Specifically, the study sought to answer the following questions:

1. What does being a working student means?

2. What are the advantages and disadvantages of being a working student during the

CoVid19 pandemic?

3. What are the difficulties and challenges encountered by working students in

balancing their school and work?

4. What coping mechanisms do they employ in balancing their school and work

responsibilities?

5. What do the respondents recommend in order to balance their school and work life?
 CHAPTER 2

Review of Related Literature and Studies

Local Literature

Working while studying is not an easy task, especially for full-time students who

work for more hours a week, this can be a tough situation which needs balancing of

time. between studies and work. Frigillano, S.D..Ciasico. E.S., & Nulada. L.M. (2015).

The interpretation of their data concludes that the students were working as assistants

in the campus, assumes extra responsibilities, besides studying, with the goal of

earning for school fees and other necessities. College is really expensive and students

also want the amenities that the extra money accompanies. Working full-time while also

studying clearly requires a lot of effort. Putting so much of one's mental and physical

energy into this uneasy arrangement usually leaves a feeling of fatigue, stress, or both.

Students who work while studying are those who usually belong to families with low

average income, where survival is a must. Tuttle (2005) describes them as lower-

income students, and to some extent, middle-income students, who have some unmet

financial burdens. And those students need to be practical they have to work while

studying. Working while studying could have positive effects on one thing and negative

on another, and it would affect many students differently (Lederman, 2009). Studies

show that students who work are more confident and possess better time-management

skills than students who are not employed. In addition to receiving an income, some

independence and satisfaction, a part-time job can provide both training and
experience. Working teaches students about responsibility and can also apply what they

are learning in school.

Related Studies

Pascarella and Padgett (2009) sought to examine the impact of work on pure

academic performance and looked at how students who put varying hours into on- and

off-campus worked fared on measures such as critical thinking, moral reasoning,

socially responsible leadership, and psychological well-being. Results are revealed that

working more than 20 hours had a positive effect on students' psychologically, and

students who worked off campus can also amend positively on leadership skills. Work

does not have much a negative effect on observational-type outcomes like moral

reasoning and critical thinking, but work has a positive effect on things like

psychological well-being and leadership even when one is working a ton of hours.

Findings further showed that there were significant differences in the impact on students

who came into college with varying academic abilities, with much more harm done to

students who scored lower on college entrance exams.

Working on campus between 1-10 hours a week had a positive effect on critical

thinking for high-ability students but a strong negative effect for low-ability students.

Kavarana, (2013) found that an increase in the number of full-time students who are

employed can be attributed to a desire to minimize loans and debts. Students felt the

need to limit their borrowing and therefore earn more of the tuition. Another benefit lies
in the feeling of self-achievement and self-satisfaction that is achieved through

challenging oneself with double the workload and two different life styles. It is all about

pushing the boundaries, surpassing all the limits and proving to the world that one can

utilize their time in the best possible way and make the most of it by working and

studying at the same time. It is also believed that such an attitude reflects the abilities of

hard work and determination in people, which are qualities that every firm generally

looks for. Whether it is about financial considerations or future employability prospects,

Alli (2010) the combination of working and studying is the key to success and is the

pillar on which ones future and career depends. It doesn't matter if you're intelligent or

not as long as you have positive attitudes then you're future is secured.