CHAPTER II : Review Of Related Literature

FOREIGN LITERATURE

Working student

According to Collins English Dictionary working student is a

person who’s permitted to work while studying, and use the money
earned to pay for their studies. A lot of teenagers who involved
on work are those who have no capability to finance their tuition
fee, bills in the school and their allowance by their family. A
working student needs a lot of effort not only to his work but also
in their studies, being a working student is very hard they need
to give their 100 percent of attention when they are in the school
and give 100 percent of their strength when they work. It is much
different especially on the schedule.

Their duties as a working student are hard while they’re still

in the school. They have different time for working and give a time
for studying. A working student is must be responsible enough to
handle their life being a student. Upon this they will know how
important the commitment and the time when they become a working
student. Work is defined as something that produces an output or
being accomplished. (Webster, 2009)

Every individual works hard to finish their studies to have

a better job to be able to sustain their needs as well as their
wants others, may also want to gain experience. There are some
situations that a student needs to work even if it not their really
their time to work yet. Like if there’s insufficient income to
sustain the needs of the family.
 Almost half of the working students are working enough hours
that hurt their quality of education. Data about student employment
are 1,031 surveys completed by students across the United States
shows that 46% work for 25 or more hours a week, and 42% of these
students hurt their grades. (King, Tracey: Bannon Ellyne, 2002)
and that most of these students said that they won’t be able to
support themselves if they stopped working. These students may be
sometimes having difficulty in focusing in their education If they
are working more time than studying but they are trying to cope up
with they have and what they don’t have to be able to graduate.

Students engaged in part-time and sometime full-time

employment while studying is increasingly a common phenomenon
everywhere. Steinberg et al. (1981) stated over 30 years ago
that 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
working, communication, costumer care and practical skills (Lucas
& Lammont, 1998; Curtis & Lucas, 2001).

Students can directly relate the experiences of working

part-time to enhance and improve their academic knowledge,
motivation and employment prospects (Curtis & Shani, 2002;
Curtis & Williams, 2002). Consequently, a number of 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 said that the money earned from part-time
employment was typically spent 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
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).

Skills. The findings of the study indicated that students’ time

management skills were significant predictors of the average score of

students’ performance (Britton & Tesser, 1991). MacCann et al., stated

in 2009, Students who acquire the handling of their time reported

significantly greater evaluations of their performance, greater work and

life satisfaction, less role ambiguity, less role overload, and fewer

job-induced and somatic tensions (MacCann, Duckworth, & Roberts, 2009).

It is observed that students easily become victim of distractions dealing

emergency with a classmate, ignoring potential hour of work on petty

matters. The scenario is often referred to as "The Tyranny of the Urgent"

Nick Repak (2012)The researchers assume that students ignore the small

amounts of time therefore overwhelmed themselves with the common cliché

scarcity of time. They need to be realized that smaller amounts of time

if planned well, the rest of the tasks get pretty easier. It is well

said by Lord Chesterfield about time managements, “If you watch the

minutes carefully, the hours will take care of themselves” (Chasterfield,

2014). The majority of students suffer from the inherited study skills,

problem from schooling where there is no proper subject to focus on

skills. Most of the students just waste their time by copying and

transferring on another note rather than learning. Many students remain

busier in copying resources than managing their time. A huge amount of

time goes for copying rather than real study. The study of Kaminski et

al (2006) concluded that academic success was positively correlated with

time management skills (Ammar, 2004). Furthermore, less academically

successful students spent more time using coping mechanisms and therefore

had less time to study (Ammar, 2004). It is due to lack of study skills,

students carry different notebooks every week or month, which shows total

confusion on the part of student management skills. If they are well

aware of short term and long-term goals would have produced better

results (Britton & Tesser, 1991). As per the report of NCES in 1993

stated, better utilization of instructional time was found to be one of

the greatest influences on student learning opportunities and outcomes

(Ammar, 2004).

Much has already been written on the importance of time management

by different scholars. In any field of life time management plays a

pivotal role in determining its future. Trueman et al asserted in 1996,

there has been a deficient research on this topic with students despite

the Time management skill is acknowledged to be very crucial (Trueman &

Hartley, 1996). Many of our students suffer due to lack of time

management skills. Poor time management leads to a set of

features of counterproductive to effective foreign language learning.

Students prefer rote learning instead of real learning because students

are not well equipped with basic study skills (Ammar, 2004).