1

Struggles of Working Students and their Academic Performance.

CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Introduction

“Education is the passport to the future, for tomorrow belongs to those who

prepare for it today” –Malcolm X.

Education is defined as the process of giving or receiving systematic instruction,

especially at a school or university and an enlightening experience as it provides us

knowledge, skills, values, beliefs, and moral habits. It is a part of our lives that empowers

our minds and facilitates our quality of learning. Everyone has a right to have education

and to learn base on what they want to study. It is not only for personal gain; enough

education and knowledge can help a community to grow and develop. Hence, education

is one of the main ingredients for a person to succeed in life.

It is a student’s responsibility to study in order for him/her to have a good future.

They have to pass through different levels of education such as kindergarten, elementary,

then high school and college- where the real challenge begins because students have to

choose what course or profession they want to pursue and study.

Different schools and universities offer different courses but it comes with a price

depending on what course you want to study and to be honest, not everyone can afford to

study the courses they want because of their budget. This is one main reason why there

are working students.

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Struggles of Working Students and their Academic Performance.

Based on an article, Life of Filipino Teenager as Working Student (2008), a

working student is a person who has work and at the same time goes to school as a

student. Being a working student needs a lot of effort not only in his work but also in

their studies.

Though the struggles of working students are hardly given attention, its

seriousness is not to be taken lightly. Struggle is clarified as a phrase used to emphasize

that a particular situation or life in general, is difficult. This research is essential in

knowing how the students’ working hours greatly affect their academic performance and

how they cope up with both their work and their study.

Various factors may be considered regarding the struggles of working students.

According to Nasrullah S. Ph.D (2015), 1.Time management is very important and it may

affect individual's overall performance and achievements. Nevertheless, students’ time

management can also affect stress level of students as they need to cope with their tasks

and their personal achievements. 2. Academic competence is referred by Elsevier Ltd

(2013) as dealing with real issues and problems that arise in real life situations.

Therefore, in the content of education, the basis for real life problems should be based on

educational issues. As for the 3. Study Habits of the student, Dr. Anditya C.s (2014)

revealed that good study habits lead to good academic record and bad study habits lead to

poor academic record as there is direct relationship between study habits and academic

achievement. 4. Work Intensity as interpreted by Bachman et al (2011), High school

students who work intensively (i.e., more than 20 hours per week) in paid employment

during the school year are more likely than average to report a variety of problem

behaviors; these include higher rates of delinquency, substance use, and school
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Struggles of Working Students and their Academic Performance.

misconduct, lower grade point averages and educational aspirations, less time spent on

homework and in extracurricular activities, and reduced odds of high school graduation.

Lastly 5. The treatment they received from their employers, in which students who work

part time are legally entitled to be treated the same as comparable full-time workers; that

is, workers on the same type of contract with the same employer. (TARGETJobs, 2019).

According to Pratiwi (2012), there are reasons that cause a student to become

employed such as: 1. To help their financial needs – as stated by Pinto, Parente and

Palmer (2001), the first reason is to help parents accommodate the student workers’

tuition fee. It is believed that having a higher education level is not easy because much

money must be spent by each college student to pay their tuition fees. Besides, not all of

the college students come from high economic class. Some of them successfully get a

chance to continue their study in a university because of their outstanding academic

performance, yet they come from the low economic class. Realizing this condition, being

a student-worker is a good way to deal with this gap. Moreover, the price of higher

education continues to increase, so it could be contributing to more students working

more hours; 2. To enrich experience – Riani (2011) believed that young people usually

like something which is challenging in order to enrich their experiences, so working

comes up as the way to live it. A proverb says that “experience is the best teacher”;

therefore by experiencing something new, someone will face new challenges or new

problems, but actually they will be able to make someone become more mature; and 3.

To look for new situations – Choy (2002) claimed that people will get bored if they do

monotone activities every single day. Doing the similar activities; lecturing, doing

assignments, going home; every day at the same place is so boring that they will look for
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Struggles of Working Students and their Academic Performance.

another challenging one. For that reason, it is good for the college students to take a job

which is appropriate to their skills, they are actually trying to apply what they have got

from their universities into the real life, so it will be helpful for gaining deeper

understanding about their courses in college.

A related research from the students of the Polytechnic University of the

Philippines stated that though working full-time while studying is considered technically

possible, it can be seen also as like fighting a two-front war, both areas require constant

attention and considered important but it is possible that one cannot balance it as good as

calculating the time and focus on either of the two.

On the other hand, being a working student has its advantages. Based on a study

conducted by Cunha (2018), students who work have advantages such as: 1. more money,

2. time management, 3. lessons in budgeting, and 4. early work experience.

Yenni (2007) stated that by working, student-workers can earn money and this

will be so helpful that their parents do not need to think further about how to

accommodate their children’s tuition fees anymore. Watanabe (2005), also added that by

making money through working, the student-workers can also accommodate their living

expenses themselves in order not to rely on their parents just to fulfil their daily needs.

Furthermore, Zambas (2015) pointed out that one may learn how to manage time

wisely on being a working student. Socializing with friends, working and making time

for your hobbies make for a busy schedule but joggling so many different tasks can help

you improve your time management skills. Indeed, you will generally become more
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Struggles of Working Students and their Academic Performance.

organized and efficient with your time, planning ahead to ensure you can fit everything

on the limited time you have.

Moreover, Cunha (2018) included in her research that students earning their own

money get lessons on spending wisely. They may be less likely to spend their hard-

earned money carelessly and learn to delay gratification to pay for necessities, such as

books and rents.

In addition, Lai (2010) stated that having early work experience is essential for

the students who want to find a job if they have enough work experiences, seeking for

formal jobs become much easier in the future. Students can also learn something they

cannot learn from the textbooks.

Unfortunately, working and studying at the same time also has its disadvantages.

Based on an article, Advantages and Disadvantages of a Part-Time Job for Students

(2017), these disadvantages include: 1. increased stress level, 2. distraction from studies,

and 3. no time for other activities.

Increased stress level is one of the biggest disadvantages of a working student as

stated by Dr. David (2019). Stress may come from having inadequate sleep. Exercising

and self-care may also end up low on one’s priority list. He/she may neglect health and

end up getting sick which leads to missing work and school with detrimental

consequences. She also noted that working may be less beneficial and more of a

distraction for typical students. Of course, school isn’t just about blackboards and chalks;

various school activities, group projects and researches are there and one won’t have

enough time for all of those.

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Struggles of Working Students and their Academic Performance.

Garvin and Martin (1999) pointed out that employed students reported more stress

in terms of less ability to cope with day-to-day events than the students who were not

employed.

Mainly, the study’s objective is to examine the struggles of working students of

San Rafael National Trade School and how it influences their academic performance. It

seeks to determine the factors that may have influenced them to become working

students, as well as the advantages and disadvantages that being a working student gives

them.

Significance of the Study

This research will benefit the following individuals and will serve as the study’s

beneficiaries.

Working Students,

Through this study, they will be able to understand the challenges and

responsibilities that a working student should cope with and the consequences that they

may face if they don’t. It will also help them to acquire certain skills such as time

management for them to balance their time between working and studying.

Teachers,
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Struggles of Working Students and their Academic Performance.

With the help of this research, teachers will be aware with the struggles

experienced by a working student. It will help them realize and understand the difficulties

that their students are facing on a day-to-day basis.

Parents,

This study will help the parents to understand the hardships and difficulties that

their children go through and may help them to appreciate their hard work.

Employers,

Results of this study will help the managers of the employed students to

understand the possible positive or negative effects of the intensity of work that they give

to their employees.

Researchers,

The research will help them to improve their researching skills and the researchers

themselves will be able to understand how difficult it is to be a working student.

Future Researchers,

This study will give knowledge to the future researchers about the about the said

topic and may serve as their basis and guide for their research regarding the topic about

working students.

Review of Related Literature

Being a working student is possible yet it requires commitment from the

individuals who work and study at the same time. It may have a significant impact to the
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Struggles of Working Students and their Academic Performance.

working students’ academic performance, either positive or negative, or it does not affect

their academic performance at all.

Faizuddin A., (2018) used postgraduate working students as participants with the

use of interviews in order to know the meaning of working and studying for postgraduate

students at IUM, and based on the findings and discussions of the study, it can be

concluded that postgraduate students who experienced working while studying seemed to

fully understand the meaning of working while studying and its consequences.

Robinson L. (1999) conducted a research on how part-time work affects school

students, between one quarter and one third of 18 year old students were used as

participants using a longitudinal survey as a data gathering tool. By investigating the

character and consequences of part-time work by school students, it came up to a

conclusion that majority perceive their jobs very positively - they believe that the

experience will help them to get a job later on, and are largely unconcerned about any

detrimental impact on their school work.

On the other hand, a study examined by Rokicka M. (2014) regarding the impact

of students’ part-time work on educational outcomes, fifteen thousand seven hundred

(15,700) pupils ranged from 13-14 years old with their parents interviewed were used as

participants and proved that the part-time employment of students reduces their

achievements at school and resulted in a lower probability of continuing education would

suggest a policy that restricts or discourages employments of students in full-time

compulsory education.
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Struggles of Working Students and their Academic Performance.

In another research conducted by Laranjo R. (2018), the impact of early

employment of the working students in their academic performance was studied in order

to determine if being a working student can have a negative effect to the students’

academic performance. The respondents of the study were the Senior High School Grade

12 students, randomly selected at Lirtad National High School. The data gathering tool

used was survey questionnaires and concluded that being a working student is not a valid

excuse to have the best academic achievement by getting high grades and meeting

requirements in school.

In addition, in order to examine the relationships among the first year students’

employment, engagement, and academic achievement, Pike G. (2008) gathered data

through the use of paper and pencil questionnaires and came to a conclusion that

students’ work experiences are significantly related to their levels of engagement in

educationally purposeful activities, and the relationships have important consequences for

the indirect relationships between work and grades.

Furthermore, Muluk S., (2017) conducted a research about part-time jobs and

students’ academic achievement which examined the students of English Department in

Indonesia, undertaking part-time jobs outside the campus and were used as study

participant. The result indicated that despite the time spent on part-time jobs, students

Grade Point Average (GPA) are above average. However, in some cases, the time

required to finish their studies is longer than those who do not have part-time jobs.

Likewise, research findings of Triventi M., (2014) about the effects of working

during higher education on academic progression in terms of number of credits acquired

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Struggles of Working Students and their Academic Performance.

by first year university students. The data was obtained through Euro-student survey with

the help of undergraduate students enrolled in Italian Universities as participants. It is

showed the lot of time involved in working activities spent by these individuals indeed

makes the time available to study and to prepare exams insufficient to maintain a regular

progression. It is also likely that this type of job has a variable negative effect on

academic outcomes depending in the field of study.

Contrariwise, Kwadzo M. Ph.D (2014) conducted a research in order to explore

international students’ experiences while studying and working at a North-Eastern Public

University. Face-to-face in depth interview and photo elicitation-techniques were used to

gather data with international students as participants. Overall, the findings of this study

suggested that though this students are able to cope with their dual role of studying and

working, they do experience challenges on a regular basis

In another research conducted by Watanabe L.E., (2005) which sought to examine

the effects of college student employment on academic achievement. Self-administrated

questionnaires were used as data gathering tool in conducting the research. College

student employment did not cause an effect to the academic achievement and was

considered surprising considering the amount of research that has found many positive

and negative significant factors of employment affecting academic achievement. The

study conducted did not contribute to either positive or negative relationship between

working and academic achievement.

In another research conducted by Ermac D., (2017) that sought to know and

understand the opportunities and challenges of working students, it has shown that
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Struggles of Working Students and their Academic Performance.

advantages were brought by working while studying for part-time jobs of thirteen (13)

students. Although it had some difficulties encountered, they seem to manage both

studying and working simultaneously. Working at the same time while studying had

positive and negative effects on the personal needs, self-esteem, and time management of

working students.

Frigillano, et al., (2015) conducted a study that sought to explore the struggle and

difficulties of students who study, at the same time work on-campus. This study

examined 22 student- assistants at Southern Iloilo Polytechnic College. Which underwent

a researcher-made survey in gathering data. Other data gathering tools were also used

such as questionnaires. The authors therefore concluded that the participants’ self-esteem

academic performance and the time management are not affected by their status as on-

campus fall time students and working part-time.

In other research conducted by Benin M., in 2015 that aimed to determine the

level of academic performance of the working students in Tomas Claudio College in the

S.Y. 2015-2016. It specifically sought to answer the following questions: 1.1 What are

the profiles of the working students? 2. What is the level of performance of the working

students as perceived by themselves? 3. Is there a significant difference on the level of

performance of the working students as perceived by the respondents with respect to the

different aspects in terms of profile? And 4. What action plan may be prepared to

enhance the academic performance of the working students? Twenty one (21) working

students in Tomas Claudio Colleges answered researcher made questionnaires in order to

gather data. As a result, the author concluded that the test result accepted the null
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Struggles of Working Students and their Academic Performance.

hypothesis stating no significant difference on the level of academic performance of the

working students on class participation, task performance and comprehension.

In a study conducted by Priya, et al., (2016) that aimed to investigate the factors

influencing the students’ academic, simple random sampling was used to acquire the

respondents of the study who answered questionnaires as the researchers’ main

instrument for the data analysis and interpretation. The authors later revealed that there is

a positive and statistically significant impact of learning facilities, communication skills

and proper guidance from parents on student academic performance.

Based on a field study of Di Paolo A., and Mantano A., (2016), they investigated

the effects of working during higher education on students’ academic and labor market

performance. The participants were the successive cohort of graduates from the Spanish

region of Catalonia, interviewed 4 years after their graduation (2008, 2011 and 2014) and

came up to a conclusion that working while studying increases time-to-degree and have a

slightly negative impact on grade performance, except for full-time jobs related to the

field of study that exert a positive effect on high grade achievement.

Furthermore, Mounsey R., Vandehay M., and Diekhoff G., (2013) explored the

differences between 110 working and non-working students in terms of mental health,

academic achievement and perceptions about student employment. Academic

achievement was measured by GPA. Perceptions of student employment were

determined using job questionnaires. Data analyses revealed no significant difference in

depression between working and non-working students; however, working students

displayed more anxiety than non-working counterparts and reported more stress and
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Struggles of Working Students and their Academic Performance.

fewer buffers. Unlike other research, there was no difference in the GPA of working and

non-working students, nor differences in perception of the problems and benefits of work.

In addition, Nonis S., and Hudson G., (2006) examined the effect of both time

spent studying and time spent working on academic performance. The authors further

evaluated the interaction of motivation and ability with study time and its effect on

academic performance. The results suggested that non-ability variables like motivation

and stud time significantly interact with ability to influence academic performance.

Contrary to popular belief, the amount of time spent studying or at work had no direct

influence on academic performance.

Lundberg C.A., (2004) conducted a comparative study regarding working and

learning and its role of involvement for employed students using a national sample of

3,774 undergraduates, this study investigated the effect of involvement in the college

experience on learning for students who were employed off campus. Students employed

more than 20 hours per week off campus engaged with faculty and peers less frequently

than other students on all variables except discussing ideas with others. Students who

worked 20 hours or less reported similar levels of engagement as did their non-working

peers. Despite less involvement with faculty and peers, there were no differences in

learning based on off-campus employment.

Moreover, Bradley G., (2006) conducted research including work participation

and academic performance. Increasing numbers of full-time university students mix their

studies with paid employment. The current research examined the nature, extent and

correlates of paid work amongst a sample of 246 university students. Approximately 85%
 14
Struggles of Working Students and their Academic Performance.

of the sample reported having a paid job during semester, a figure that exceeds that found

in previous studies. Five propositions regarding the relationship between work

participation and academic performance were tested, and none was found to adequately

account for the relationships observed. Rather, Grade Point Averages (GPA) were

relatively high amongst two groups of students: those who did not work, and those

working more than 20 hours per week. Future researches should explore the strategies

through which students who work long hours manage to perform well academically.

Additionally, Torres V., Gross PK J., and Dadashova A. (2010) examined the

traditional-age students at-risk and how working threaten college students’ academic

success. Using survey information from undergraduate students who work while

attending two urban commuter institutions in Indiana, the study explored evidence that on

average undergraduates under 21 years of age worked more than 31 hours per week while

also enrolled in a full course load. The findings in this study indicated that Grade Point

Average (GPA) and possibly course completion were influenced by working more hours

per week.

Lastly, researchers Moulin S., Doray P., Laplante B., and Street M.C. (2013)

focused upon the work-dropping out connection tend to show a U-shaped relationship

between the likelihood of dropping out and the number of hours worked outside school,

with a higher exit rate for both non-working students and for students whose working

hours pass a critical threshold. Yet the data typically used by these researchers are drown

mainly from cross-sectional surveys, and as a result does not allow for any causal

interpretation. The present article uses an event history analysis of Canadian longitudinal

data covering seven years of a cohort, and offers original findings on the causal work –
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Struggles of Working Students and their Academic Performance.

dropping out relationship at the University level. The researchers found evidence

showing that the evolution of the exit rates and the factors influencing the decision to quit

a particular university program differ substantially between students who want to enroll

in another program and those who do not. For the latter, they observe a critical threshold

of 24 hours of work, beyond which negative effects arising from working and working a

few hours. The findings thus tend to show that the higher exit rate among non-working

students evidenced in cross-sectional data should be attributed to the fact that academic

difficulties cause some potential university dropouts to stop working and to devote more

time to study.

Synthesis

In particular with this research that seeks to see the relationship between the

struggles of working students and their academic performance, various literatures from

other authors signified positive relationships between the two variables. Faizuddin

(2018), Laranjo (2018), Pike (2008), Rokicka (2014), Muluk (2017), and Robinson

(1999) found significant relationship between the two variables which positively affects

the working students’ academic performance. On the contrary, Kwanzo (2014) and

Triventi (2014) ended up with conclusions that showed significant relationship between

two variables, however, it negatively affects the working students’ academic

performance. Furthermore, there are studies that shared positive and negative results. In

the studies conducted by Ermac (2017), Frigillano (2015), Benin (2015), Priya, et al.

(2016), Di Paolo and Mantano (2016), Bradley (2006), Torres, et al. (2010) and Moulin,

et al. (2013), they concluded that being a working student has both positive and negative

effect on working students’ academic performance. Lastly, Watanabe (2005), Nonis &
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Struggles of Working Students and their Academic Performance.

Hudson (2006), Lundberg (2004) and Monsey, et al. (2013) found no significant

relationship between the struggles of working students and their academic performance.

Conceptual Framework

The paradigm model shown below depicts the possible relationship of the

struggles of working students and academic performance.

Struggles of Working Students

 Socioeconomic Status

 Time Management
Academic Performance
 Academic Competence

 Study Habits

 Work Intensity

 Treatment from

Figure 1: Working Students’ Struggles - Academic Performance Diagram

The factors relating to the struggles of working students such as time management,

intensity of the work, treatment of the employers socioeconomic status, academic

competence, and study habits as indicators of academic performance.

Theoretical Framework

In this section, the researchers will briefly introduce the main theories found in

multiple disciplines that can provide a support for the relationship between working

students and later their academic performance.

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Struggles of Working Students and their Academic Performance.

According to Atkinson (e.g. Akinson, 1996; Winer 1967), based on the Theory

of academic performance, educators generally agree that a major variable affecting the

academic performance is motivation. However, important motivational variables may be

important in understanding, predicting, and controlling classroom decision performance.

On the other hand, the Theory of the Allocation of Time (Becker, 1965), the

zero-sum theory proposes that students’ employment and education are substitute. It is

stated that student employment constrains students’ use of time: time spent on activities

that enhance academic performance (e.g. studying, doing homework and attending

classes; Bozick 2007; Kalenkoski & Pabilonia, 2009; 2012)

Another theory that can support the study regarding the students’ work and

educational success is the Primary Orientation Theory (Baelt, Marx Neyt, Van Belle, and

Van Casteren in press, Bozick, 2007; Warren 2002) cited in the field of sociology. This

theory proposes that the worse academic performance is related to the primary orientation

being focused on work rather than to focus on school.

These theories provide a relevant relationship in our present study. It will serve

as a guide and basis to thoroughly investigate the correlation between working while

studying and how this will affect their academic performances.

Statement of the Problem

The researchers aim to know whether the struggles of working students of San

Rafael National Trade School in the School Year 2019-2020 influence their academic

performance.
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Struggles of Working Students and their Academic Performance.

Specifically, this study aims to address the following research questions:

1. What is the demographic profile of the respondents in terms of:

a. Age

b. Grade Level

c. Educational Attainment of parents

d. Family Size

e. Monthly Income

2. How may the struggles experienced by working students be

described in terms of:

a. Time Management

b. Work Intensity

c. Treatment from Employer

d. Socioeconomic Status

e. Academic Competence

f. Study Habits

3. What is the level of the working students’ academic

performance?

4. Is there a significant relationship between the struggles

experienced by working students and their academic

performance?
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Struggles of Working Students and their Academic Performance.

5. What is the implication of the result of the study?

Hypothesis

The study “Struggles of Working Students and Its Impact to Their Academic

Performance” will resolve in the stated null hypothesis and alternative hypothesis:

H0: Struggles of a working student does not have significant impact on their

academic performance.

H1: Struggles of a working student does have a significant impact on their

academic performance.

Definition of Terms

In order to help the readers of this study to better understand any unfamiliar

words for them, the following terms in this study are defined:

Academic Competence. It is a construct used in the education department in their

attempts to improve their teaching efforts and help in the learning process of their

students (Jane Abao, 2014). In this research, it is defined as the working students’

competency in class and the way he/she participates in class.

Academic Performance. The students’ reporting of past semester and their expected

Grade Point Average (GPA) for the current semester. It is measured by the final grade

earned in the course. (IGI Global, 1988-2019).

Exhaustion. Described as a state of extreme physical or mental tiredness. (Cambridge

Dictionary. 2019)
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Struggles of Working Students and their Academic Performance.

Experience. Defined as knowledge and expertise acquired over time and during the

years. (Cambridge Dictionary, 2019)

Hectic. A situation is one that is very busy and involves a lot of rushed activity. (Collns

English Dictionary, 2019)

Intensity. Is defined as the quality of being extreme in strength or force. (Cambridge

Dictionary).

Junior High School Students. Junior high school students (Junior High School) refers

to Grade 7 to Grade 10 students under the K-12 Program.

Relationship. Refers to the correspondence between two variables. It is assessed by

regression to predict the dependent variable when the independent variable known has its

prediction capability. (Meera Menon, 2015).

Socioeconomic Status. It is an economic and sociological combined total measure of a

person’s work experience and of an individual’s or family’s economic and social position

in relation to others, based on income, education and occupation.

Senior High School Students. Senior high school students (Senior High School) refers

to Grades 11 and 12 students belonging to the added two years of the K-12 Program that

DepEd has been implementing since 2012 through Republic Act 10533 or the Enhanced

Basic Education Curriculum.

Study Habits. Habitual practices one uses to help them study and learn. Good study

habits can help students achieve and/or maintain good grades. (Winny Liang, 2016).
 21
Struggles of Working Students and their Academic Performance.

Struggle. To experience difficulty and make a great effort in order to do something.

(Cambridge Dictionary, 2019).

Time Management. The ability to use one’s time effectively or productively specially at

work. It is the process of planning and exercising conscious control of time spent in

specific activities, especially to increase effectiveness, efficiency and productivity.

Work. An important economic, social and psychological ingredient of human life. It

provides income for employees and their families; it can help them socially with group

identification, and provide satisfaction and a sense of accomplishment, achievement and

success. (Burke et al., 2010).

Working Students. Defined as the one who is permitted to work while studying, and

use the money earned to pay for their studies. (Collins Dictionary, 2019).

Scope and Delimitation

The general intent of the study is to determine the struggles of working students in

San Rafael National Trade School (S.Y. 2019-2020) and how it influences their academic

performance.

The aspects that will be looked into are the various factors experienced by a

working student. The researchers limited the study to those who were currently enrolled

at the said learning environment on the first semester of the school year.

To be precise, the factors that will be involved in the study are the working

students’ socioeconomic status, time management, academic competence, study habits,

work intensity, and treatment from employers.

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Struggles of Working Students and their Academic Performance.

CHAPTER 2

METHOD OF THE STUDY

Research Design

The researchers will use a correlational quantitative research design as it

is essential in providing answer to the research questions. Also, researcher-made

 23
Struggles of Working Students and their Academic Performance.

questionnaires will be used in the study to see the relationship of the struggles of working

students with their academic performance.

A quantitative research involves the use of computational, statistical and

mathematical tools to derive results.

A correlational research is a type of non-experimental research in which

the researcher measures two variables and assesses the statistical relationship between

them.

Respondents of the Study

Data will be gathered from the population of working students from San

Rafael National Trade School enrolled in the school year 2019-2020.

The population to be used in the study are the Grade 7 to Grade 12

Junior and Senior High School students with a total of 152 working students.

The researchers will use simple random sampling which is classified

under probability sampling where each member of the population has an equal chance of

being selected to determine the sample size for the study. This technique will help to

produce representative samples by eliminating voluntary response bias and guarding

against under coverage bias. For a participant to be considered a probability sample, he or

she must be selected using a random selection.

The table below shows the 110 respondents of the study which were

randomly selected through Draw-Lots.

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Struggles of Working Students and their Academic Performance.

GRADE LEVEL NUMBER OF RESPONDENTS

Grade 7 28

Grade 8 17

Grade 9 20

Grade 10 5

Grade 11 15

Grade 12 25

Figure 2. Number of respondents in each Grade Level

Instrument of the Study

A researcher-made questionnaire called Working Students’ Self-

Assessment Questionnaire (WSSAQ) will be made in order to see if there is a significant

relationship between the struggles of working students and their academic performance.

The WSSAQ will be divided into seven parts: a. Personal Information,

b. Socioeconomic Status, c. Time Management, d. Academic Competence, e. Study

Habits, f. Work Intensity, and g. Treatment from Employers.

The questions in the first and second part of the WSSAQ will be open-

ended while the rest will be guided by a Likert Scale of Always (5), Often (4), Sometimes

(3), Rarely (2), and Never (1). Afterwards, the gathered data will be treated with respect

to the appropriate statistical treatment for each part of the questionnaire.

 25
Struggles of Working Students and their Academic Performance.

(ACADEMIC PERFORMANCE MEASURING SCALE)

(STRUGGLES MEASURING SCALE EXCEL)

(CORRELATIONAL SCALE)

Data Processing and Statistical Treatment

This study will use some statistical tools under descriptive and inferential

statistics such as: Percentage, Mode, Spearman’s Rank-Order Correlation, and Frequency

Distribution.

Percentage

Simply means “per hundred’’ and the symbol used to express percentage

is %. One percentage (1%) is 100th of the total or whole and is therefore calculated by

dividing the total or whole number by 100 (Statistic Canada, 2015). This will be used to

treat the data gathered from the first part of the WSSAQ which is about the personal

information of the respondents.

Frequency Distribution

Is a tabular representation of a certain data set used to organize and

summarize the data. Specifically, it is a list of qualitative or quantitative values that a

variable takes in into a data set and associated number of times each value occurs

(frequencies) (Lavrakas, 2008). This tool will be used to organize the gathered data from

the answered questions in the WSSAQ.

Mode
 26
Struggles of Working Students and their Academic Performance.

The mode of a set of data values is the value that appears most often. If

X is discrete random variable, the mode is the value x. (i.e, X=x) at which the probability

mass function takes its maximum value. In other words, it is the value that is most likely

to be sampled (Wikipedia, 2019). This statistical tool will be used to process the data

gathered from the second part of the WSSAQ which is about the respondents’

Socioeconomic Status.

Spearman’s Rank-order Correlation

It is s a non-parametric measure of the strength and direction of

association that exists between two variables measured on at least an ordinal scale. It is

denoted by the symbol rs (or the Greek letter p, pronounced rho). The test is used for

either ordinal variables or for continuous data that has failed the assumptions necessary

for conducting the Pearson’s product-moment correlation. This tool will be used to

process data gathered from the remaining parts of the WSSAQ: Time Management,

Academic Competence, Study Habits, Work Intensity, and Treatment from Employers. It

will be used to identify if there is a significant relationship between the struggles of

working students and their academic performance.

 27
Struggles of Working Students and their Academic Performance.

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 33
Struggles of Working Students and their Academic Performance.

CHAPTER 3

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

Introduction

This chapter will exhibit all the data gathered by the researchers, the results of
the statistical analysis done and interpretation of findings. Through the use of
correlational quantitative design, the researchers are able to obtain these data by using
survey questionnaires as a data collection technique. These are presented in tables
following the sequence of the specific research problems regarding the Struggles of the
Working Students of San Rafael National Trade School and how it affects their
Academic Performance.

Research Question 1: What is the demographic profile of the respondents in terms of?

a. Age
Table 1.1. Median Distribution for age (N= 111)

Age f %
<17 years 74 66.67%

17 to 18 years 30 27.03%

19 to 20 years 6 5.40%

>20 years 1 0.90%

Total 111 100.00%

 34
Struggles of Working Students and their Academic Performance.

The table 1.1 indicates that 74 (66.67%) of the respondents were under the age below 17,
30 (27.03%) students ranged between seventeen and eighteen, 6 (5.40%) respondents
ranged between nineteen to twenty years old and the remaining 1 respondent (0.90%)
belongs to the above twenty years old category.

b. Grade Level
Table 1.2. Median Distribution for grade level (N=111)

Grade Level f %

Grade 7 28 25.23%

Grade 8 17 15.32%

Grade 9 20 18.02%

Grade 10 5 4.50%

Grade 11 16 14.41%

Grade 12 25 22.52%

Total 111 100.00%

The table 1.2 denoted that 28 (25.23%) respondents were under seventh grade, 17
(15.32%) were under the eighth grade, 20 (18.02%) came from the ninth grade, 5
(4.50%) were under the tenth grade, 16 (14.41%) came from eleventh grade and
the remaining 25 (22.52%) of the respondents belong to the twelfth grade which
totals into 111 of the overall respondents

c. Educational Attainment of Parents

Table 1.3. Median Distribution for educational attainment of parents (N= 193)

Educational Attainment of Parents f %

Elementary 41 21.24%
 35
Struggles of Working Students and their Academic Performance.

High School 130 67.36%

Vocational or College 22 11.40%

Total 193 100.00%

The table 1.3 states that there were 41 (21.24%) of the parents from the
respondents had finished elementary, 130 (67.36%) of the parents had finished
high school while the remaining 22 had finished vocational or college degree with
a total of 193 from the total of the respondents

d. Family Size
Table 1.4. Median Distribution for family size (N= 111)

Family Size f %

Small (2 to 4 members) 33 29.73%

Intermediate (5 to 10 members) 76 68.47%

Large (>10 members) 2 1.80%

Total 111 100.00%

Table 1.4 shows that the 33 (29.73%) of the respondents belong to small family size (2-4
members), 76 (68.47%) belongs to intermediate family size (5-10 members) and the
remaining 2 (1.80%) respondents belong to large family size with more than 10
household members

e. Monthly Income
Table 1.5. Median Distribution for monthly income of parents

Socio Economic Class f %

Poor (<Php 7,890.00) 16 14.41%

Low Income (Php 7,890.00 to Php

65 58.56%
15,780.00)
 36
Struggles of Working Students and their Academic Performance.

Lower Middle (Php 15,780.00 to Php

24 21.62%
31,560.00)

Middle (Php 31,560.00 to Php 78,900.00) 6 5.41%

Upper Middle (Php 78,900.00 to Php

0 0.00%
118,350.00)

Upper Income (Php 118,350.00 to Php

0 0.00%
157,800.00)

Rich (>Php 157,800.00) 0 0.00%

Total 111 100.00%

The data shown above presents the demographic profile of the students regarding
their age, grade level, educational attainment of parents, family size, as well as the
monthly income of their household. Working students age range from 12-20 years
wherein, majority (66.67%) of them were below 17 and the remaining 33.33% were from
those older and higher grade levels. (FURTHER EXPLANATION)

Research Question 2: How may the struggles experienced by working students be

described in terms of:

Table 1.1 Time Management

Weighte
frequency Description
Statements d Mean
5 4 3 2 1
I do not get enough time 11 22 43 18 17
to rest after studying and
19.82 38.74 16.22 15.32 2.928 mild struggle
working. 9.91%
% % % %
I am not able to go to 5 6 20 23 57
school and at work on
time because of school. 18.02 20.72 51.35 1.910 low struggle
4.50% 5.41%
% % %
I cannot manage my time 10 7 36 18 40
between studying and
32.43 16.22 36.04 2.360 low struggle
working. 9.01% 6.31%
% % %
I spend less time with my 10 12 28 29 32 2.450 low struggle
 37
Struggles of Working Students and their Academic Performance.

friends and family because

of my hectic schedule. 10.81 25.23 26.13 28.83
9.01%
% % % %

Table 1.2 Academic Competence

Weighte
frequency Description
Statements d Mean
5 4 3 2 1
I do not actively participate in 4 11 27 32 37
class. 2.216 low struggle
3.60 9.91 24.32 28.83 33.33
% % % % %
I get low scores in school 4 8 37 37 25
activities. 2.360 low struggle
3.60 7.21 33.33 33.33 22.52
% % % % %
I am not able to pass my school 5 6 36 31 33
requirements on time. 2.270 low struggle
4.50 5.41 32.43 27.93 29.73
% % % % %
I exert less effort in doing school 8 6 29 39 29
tasks and requirements. 2.324 low struggle
7.21 5.41 26.13 35.14 26.13
% % % % %
 38
Struggles of Working Students and their Academic Performance.

Table 1.3 Study Habits

frequency Weighted
Statements Description
5 4 3 2 1 Mean

I do not review my lessons after 9 8 40 34 20

work. 2.568 low struggle
8.11 7.21 36.04 30.63 18.02
% % % % %
I am not able to write the lectures 4 11 20 36 40
I missed. 2.126 low struggle
3.60 9.91 18.02 32.43 36.04
% % % % %
I get easily distracted when I try 7 11 22 37 34
to study. 2.279 low struggle
6.31 9.91 19.82 33.33 30.63
% % % % %

The second statement “I am not able to write the lectures I missed” with a weighted mean
of 2.216 which points to low struggle most of the students (36.04%) answered Never.
Most of the students answered Sometimes while the least number of responses were on
Often
The first statement “I do not review my lessons after work” obtained the highest number
of responses on 3, Sometimes an overall percentage of 36.04% (n=40). Obtained a median
of 2.568 corresponding to a low struggle
18.02% of the students were not able to review their lessons after work

Table 1.4 Work Intensity

Weighte
frequency Description
Statements d Mean
5 4 3 2 1
I experience exhaustion 9 11 40 29 22
due to my work. 2.604 low struggle
8.11 36.04 26.13 19.82
9.91%
% % % %
 39
Struggles of Working Students and their Academic Performance.

It is difficult for me to do 6 12 28 35 30
my task. 2.360 low struggle
5.41 10.81 25.23 31.53 27.03
% % % % %
I suffer from work load 7 8 28 33 35
during my work. 2.270 low struggle
6.31 25.23 29.73 31.53
7.21%
% % % %

Table 1.5 Treatment from Employers

Weighte
frequency Description
Statements d Mean
5 4 3 2 1
I get punished by my 6 7 11 20 67
employers when I do subtle
18.02 60.36 1.784
something wrong by accident. 5.41% 6.31% 9.91% struggle
% %
I receive offending/offensive 4 4 15 14 74
words from my employers. subtle
12.61 66.67 1.649
3.60% 3.60% 13.51% struggle
% %
I get physically hurt by my 2 6 3 11 89
employers. subtle
80.18 1.387
1.80% 5.41% 2.70% 9.91% struggle
%