BARRIERS ENCOUNTERED BY THE WORKING STUDENTS IN SCHOOL

SETTING AT ISABELA STATE UNIVERSITY. S.Y. 2022-2023

A Thesis Study Presented to

Isabel States University-Main Campus, San Fabian, Echague, Isabela

In Partial Fulfillment

of the Requirements for Undergraduate Thesis

Undergraduate Thesis, S.Y. 2022-2023

AIDA BALLAD SINGSON Ph. D.

Research Teacher

Dela Cruz, King Adrian

Deocares, Roselle
Domingo, Synjie
Estrada, Jolina
Ganado, Emarjun
Gascon, Stella Mae
Student Researchers
CHAPTER I

The Problem and its Background

This chapter discusses the background of the study, statement of the problem, +

objectives of the study, significance of the study, scope and delimitation, and

definition of terms.

BACKGROUND OF THE STUDY

In the year 2019, the Covid-19 pandemic outbreak had become huge problem not only

in our country but in the entire world in which it has a big factor in the industry that cause

total lockdown, closed of establishments or companies, and decrease of employment. As a

result, many parents are unable to afford their children's education and causes the students to

work forcedly to support their studies as well as their families financially.

Working and studying while in college can be both beneficial and exhausting. Over

the years, the number of college students who work and study has grown massively due to

high cost in tertiary level and there are lot of working students who are returning to school to

continue their college degree or professional degrees considering that they have paid jobs

(Park Y. A., Headrick, L., 2017). On the other hand, (Kwadzo,2014) explains based on the

findings of his study that the students received benefits from their responsibilities on their

work and school, however the students experienced an emotional and physical stress which

leads to difficulty in dealing tasks from both work and school. Hence, the students figured out

their coping mechanisms on how to manage being a student and a worker.

The high percentage of working students in other country and in our country

(Philippines) is an evident that a lot of children engaged in different works/part-time jobs

while pursuing their degree courses. However, the decline of number of full-time
undergraduate students who were employed in our country occurred in the year 2020 (40

percent) compared in 2015 (43 percent). Also, there was a decline of number of part-time

undergraduates from (78 percent) in 2015 down to (74 percent) in 2020. The effect of

pandemic was seen here due to lockdowns and closes of establishments a lot of workers were

affected resulting of less opportunities and jobs to all working students. Thus, the current

percentage mentioned above were still high, and these young individuals are continuing

fighting and battling with different challenges they face every day.

Some students might have to work full-time and do multiple jobs to cover the

expenses of their studies. As (Faizuddin A., 2020) sighted the work of (Matheuws, 2018) he

added that the other responsibilities related to personal matters and family duties might add

up to personal issues. This employment somehow effects their academic studies and college

experiences. Among the reasons why students choose to work while studying are due to

increasing study cost, decreasing scholarship, and low family incomes. “These situations

have resulted in increasing number of students to do part-time employment and encourage the

students who are willing to continue their studies to higher education” (Faizuddin A., 2020).

Even though there is a specific budget for education in the form of scholarship, it is indeed

not the privilege for most of the students.

It is a big misconception that not because they were classified as working students

they don’t value education, not because they weren’t full-time students their grades won’t

matter, and not because they have to split their time between studying and working they were

totally fine if they will fail. These working students were living proof that despite of the

struggles they encountered and despite of the big decisions they made they still choose to

pursue their degrees in college and not to dropout schooling that is because they value their

education. A man who do not value his education will just simply choose to dropout and
sacrifice his education, but a man who value his education would probably integrate school

and work just to support his study.

Based on the above-mentioned explanation, the current study explores the experiences

of working students, especially in higher learning institutions in coping with the challenges of

working while studying. Hence, the aim of this research is to develop an understanding of

working students amongst postgraduate students at the Isabela State University, determine the

reasons behind the choice of part-time employment, and find out the challenges and how the

students overcome the problems. It is expected that the suggestions and recommendations

from the study can improve working students’ experiences to be successful in both working

and studying by conducting and promoting intervention program.

STATEMENT OF THE PROBLEM

This research study focusses about The Life of Working Students by identifying the

profile of the students, reasons and obstacle/s faced by the working students.

Specifically, it sought to answer the following questions:

1. What is the profile of the students in terms of:

1.1 Sex

1.2 Age

1.3 Year Level

2. What are possible reasons for students to integrate work and school?

2.1 To support family

2.2 To be financially independent

2.3 To improve skills

3. What specific obstacle/s do the students faced as they assimilate study and work?

3.1 Distraction (can't focus)

 3.2 Exhaustion (too tired)

3.3 Have no time to spend on school work

3.4 Stress

3.5 Lateness

4. Is there a difference on the reasons of working students when grouped according to

their profile?

5. Is there a difference on the obstacle/s faced by the working students when grouped

according to the different reasons?

6. How do students balance their time between school and work obligations?

OBJECTIVES OF THE STUDY

The main purpose of this research study is to further explore the reasons, benefits, and

difficulties that students have encountered while studying and working at the same time. In

order to effectively explore each point, they are divided into 3 sub-areas:

1. To identify the possible reasons leading students to work and study at the same time.

2. To evaluate the positive impacts that students have gained from working.

3. To find out the main struggles and difficulties that students have faced when they

work and study at the same time.

SIGNIFICANCE OF THE STUDY

This study is significant and would be beneficial to the following:

Working Students.

This study will motivate them to manage their responsibilities towards school and work so

that their academic performance will not be affected in favor of their work or vice-versa.

Students.
 This study will give the regular students an idea on how important education is. This

will motivate them to be more focused on their studies.

Parents.

This study will give the parents idea on the problems working students have encountered.

This will motivate them to become more supportive and more understanding towards their

children.

School Administrators.

School administrators will benefit from the results of the study by applying the

proposed action plan which will help minimize drop-outs among working students.

Teachers.

This study will give teachers an idea on the problems encountered by working students. Thus,

they will understand them better.

Researchers.

This will deepen the researchers’ knowledge of the lives and struggles of the working

students in their quest for success.

Future Researchers.

The future researchers will benefit from the study because this will serve as

their source and guide for future studies.

SCOPE AND DELIMITATION

The duration of the study will be conducted within the first and second semester of

the school year 2022-2023 wherein the barriers encountered by the working students of

Bachelor of Physical education is being determined and described.

 The study limits its coverage on BPED students only. Out of ___ enrolled BPED

students at Isabela State University-Echague Campus, ____ total of students will be use as a

sample in conducting the survey. The researchers will be using a purposive sampling in

identifying the respondents since the sample of the study is limited and focus to the working

students in BPED.

DEFINITION OF TERMS

Defining important terms is essential to ensure a common understanding of key

concept and terminology is shared between the researcher or his or her audience or readers,

particularly if the term is unusual or not widely known.

Time management - The process of organizing and planning how to divide your time

between different activities.

Working Students - Someone who mainly works and is also studying (part-time).

Academic performance - The measurement of student achievement across various academic

subjects.
 CHAPTER II

Review of Related Literature

People say that working is just about exhausting, cause of brain fog, stress and etc.

However, it has many advantages that people couldn’t see. In the study of Fede, J., et.al

(2017) a working student can benefit in their working through developing different skills like

communication and problem solving. Aside from skills, the student can also develop civic

behavior and attitudes they were interacting with diverse clients in the community, meet new

people with different skillsets that will add spice to their life in different ways. Easily adopt

changes in the environment, understand the world better. Give them a sense of identity shapes

their definition on how to balance work to study.

It was traditionally seen that the institution can help students to alleviate some of their

financial problems, by allowing the students to apply in the university /institution student

employee and with that they can support the student along their collegiate journey. According

to Omari, et.al (2019) the institution and the campus student employment can be both

benefited with the program since the performance of the students in their work and academic

will reflect on the level of the performance of the institution. The on-campus employment is a

big opportunity for the student and university because it will serve as high quality,

developmental experience of various work condition, process, and policies implemented by

the institution.

The student employment program was consistently having an high-impact with regards to

faculty and peer interaction, time, effort. Mitola, Rinto, E, and Pattni, E., (2018). As the

students are attending in both school and in work duties simultaneously, they were being

benefited through developing skills, building relationships, and pay their expenses
independently. Moreover, the study of Rossmann, P. D. & Trolian, T. L., (2019) also

demonstrate that working on-campus during college affects positively as it was associated

with increased interactions with peers and diverse people

The Experience of Working while Studying: A Case Study of Postgraduate Students at

International Islamic University Malaysia

Tumin

March 2017

https://www.researchgate.net/publication/328379557

This study of 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). Working while

studying is the reason why part-time job students get used to different types of work, so they

won't have a hard time when the time comes for them to work after graduating. Students

engaged in part-time and sometime full-time employment while studying is increasingly a

common phenomenon everywhere. Especially for students whose parents are unable to

support their education, that is why they themselves are looking for ways to finance their

education.

Jogaratman and Buchanan (2004) stated that new students who choose to do part-time job

while having full-time academic load were most likely sufferfrom stress. It is difficult to

study and work at the same time, so working students are stressed because sometimes there

are things that need to be completed but cannot be done due to the time demands of their

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

working can have a detrimental effect in the physical and mental health of students, even

studying full time if there is a lot of academic works it create the negative effect on academic
performance especially for working students who have other work to do after school.

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

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. They

need to earn money to support school expenses and also help their parents support their

education. In Manthel and Gilmore's (2005) it is said that the money earned from part-time

employment was typically spent on essential living expenses. Aside from working to support

their studies they are also helping their parents so that they don't have too much trouble with

expenses.

LIFE OF WORKING STUDENTS: OPPORTUNITIES AND CHALLENGES

Chavez et. Al

May 2020

https://www.scribd.com/doc/462684009

The study of Pascarella and Padgett (in Lederman 2009) sought how students who worked

on- and off-campus for varying amount of time fared on measures like critical thinking,

moral reasoning, socially responsible leadership, and psychological well-being in in order to

investigate the impact of work on pure academic performance. Further research found

significant differences in the effect on students who entered college with different levels of

intellectual ability, with students who scored lower on college entrance examinations

suffering significantly more harm. Working on campus between one and ten hours per week

had a good impact on high-ability students' critical thinking, but a significant negative effect

on low-ability students.

According to Kavarana's (2013) research, an increase in the number of full-time students who
work can be can be attributed to a desire to minimize loans and debts. It's all about pushing

boundaries and proving to the world that one can make the most of their time by working and

learning 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 every firm generally looks for.

Negative effects often result from time away from studying due to working hours, which may

result in lower grades and less desirable post-college options. Working might speed up the

process of dropping out of college or delaying graduate. But student employment can also be

a positive experience. For example, some workers may gain experience from their job that

helps them in the classroom or in the labor market after college. On-campus jobs may also

build connections to academic departments or the community at large, which in turn may

make students more likely to stay in school (Orszag et al., 2017).

Watanabe (2015) determined the effects of college student employment on academic

achievement. The study did not contribute to either the positive or negative relationship

between working and academic achievement. Furr and Elling (2014) proved that students

working between 30-39 hours per week and those working 40+ hours per week felt that their

employment had a negative effect on their academic achievement.

THE EFFECTS OF BEING PART-TIME STUDENT IN MOUNTVIEW COLLEGE

S.Y. 2018-2019

Bejo et. Al

S.Y. 2018-2019

https://www.scribd.com/doc/403299359

This study of “Optimism and risk for Job Burnout”, (2015) stated that money is the main key

in college in which students acquire tremendous amount of debt of pay off. Many college

students work while they are enrolled in classes, which have an effect on their studies.
According to a recent article, students who attempt to balance both suffer both physical and

psychological toll. From working and attending school, stress becomes the main setback in

which affects their academic performances. An average number of learners struggle with

everything from getting asleep to staying asleep. This sleep phase syndrome, also known as

the lack of sleep syndrome, is a major problem that students deal with at school and has an

impact on their academic performance across the board. Sleep is essential, but the way of life

that college students adopt after entering colleges has a negative impact on them.

The impact of working in higher education was examined by Moris Triventi. A few of the

positive effects include increased independence, the ability to budget, manage a schedule, and

the acquisition of soft skills, such as communication and problem-solving abilities. He

discovered that working at low-intensity jobs had positive effects but higher "intensity jobs,

35 hours or more per week, tended to have negative effects. Some of the negative effects are

higher risk of dropping out, delayed graduation rates, and negative effects on academic

performance. He found that full-time workers tend to have less time for academic studies and

school activities. Non-workers average 17.0 hours of studying per week and part time and

full-time workers also attend class less time per week. Part-time workers in this study were

able to deal with the effects of working while in school (Triventi’s, 2014)." Due to

obligations at their jobs, some students take fewer credits. Both full-time and part-time

students typically study less. This may result in later graduation dates and longer school

terms. Higher time to degree ratios result in lower future earnings costs for the students.

According to the study, working makes it difficult to participate in school-related and leisure

activities, which might improve general health.

According to (Gorgulho, et al., 2012) one of the disadvantages of being a student while

holding a job is that they are often short on time and commonly find themselves with limited

time to study, sleep, and maintain healthy eating habits and one of the main complaints
among working students is that they find themselves without enough time to eat right instead

of consuming healthy foods, such as fruit and whole grains, working students often grab a

quick meal comprised of low quality foods that contain sugar and high sodium. This is not to

say that students should feel discouraged and not work while in college, but instead be

mindful of the commitment and plan accordingly. Mainly, they are looking for jobs while in

school to help cushion some of those costs and everyday expenses.

PROBLEMS ENCOUNTERED BY WORKING STUDENTS AND ITS EFFECT ON

THEIR ACADEMIC PERFORMANCE

Curambao, et. Al

S.Y. 2014-2015

https://www.scribd.com/doc/593370867

This study of “Sharon E. Jarvis & others, The political Participation, The Annette Strauss

Institute civic publishing corporation of New York 2005”, Education is the main key path in

understanding why people keep on attending in school so that they can acquire fine jobs after

a long and tiring college years and yet it is also a path toward earning a college degree. To

continue study the most important thing to remember is the financial capital for their

educational needs. Capital that expect will last longer until they finish their studies. As the

tuition fee increases, more students are determined to find part-time jobs. The money that

they receive from their job will serve as an addendum to the expenses to their financial

capital for Utilizing available financial aid helps students graduate from college (M.K.Bixby,

2000).

 College students force to work during their pre-college and post- college year. They sought

to retain a social connectedness to their families because they believe they are now to help
their parents (Rodoyski, 2001). Work and education in an adolescent life is a primary domain

(Markel and Frone, 1998). These students also try to support their studies and their families.

(Smith & Green 2001) These students are probably still on their elementary or high school

level. Student engagement is widely understandable in work and study. That needed more

focus and dedication. By this they can attain greater attention. Even if they are a little bit

bother of the errands on their respective working place. Krause (2007) said “the time, energy

and resources are designed to enhance learning in both school and work”.

Students who have part-time jobs while enrolled in college beneficial and on the other hand,

problematic. Beneficial because of the income they can get. It provides positive educational

benefits on students (Lucas, 1997). Also, working off campus negatively affects students’

academic work more than working at an on-campus job (M.K Bixby, 2000). Vickers et al.

(2003) stated that university students who worked 20-29 hours per week have a greater

chance of dropping out. Mental health is also an issue for working students. Excessive

combination of work and study leads to tiredness and depression (Rolfe 2002). Students are

highly prone to burnout from school and work compare to those over 30-40 years old. Less

educated people are also prone to burnout than those highly educated people. Burnout to

students is associated to many stressors. These include long hours of work or practicum work,

academic grades, uncertain about their future, unbalanced personal and professional life and

less support from family and friends (Boudreau et al.,2004).

LIFE OF WORKING STUDENT: OPPURTUNITIES AND CHALLENGES

Chavez, Reymark L. et. Al

May, 2020

https://www.scribd.com/doc/462684009
Some studies were conducted which find support to the current study: Pascarella and Padgett

(in Lederman 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 revealed that working more than 20 hours 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 a negative effect on

cognitive-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 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 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) stressed that the combination of working and studying together is the

key to success and is the pillar on which one’s future and career depends. The evidence
suggests that the effects of working while in college vary by the type of job held: full-time

versus part-time, and on-campus versus off-campus."

"Negative effects typically arise because hours spent at work take time away from studying -

which may lead to lower grades and less attractive post-college opportunities. Working may

contribute to students dropping out of college, or taking a longer time to graduate. But

student employment can also be a positive experience. For example, some workers may gain

experience from their job that helps them in the classroom or in the labor market after

college. On-campus jobs may also build connections to academic departments or the

community at large, which in turn may make students more likely to stay in school (Orszag et

al., 2017).

Watanabe (2015) determined the effects of college student employment on academic

achievement. Findings revealed that college student employment did not affect academic

achievement. This finding is surprising considering the amount of research that has found

many positive and negative significant factors of employment affecting academic

achievement. The study did not contribute to either the positive or negative relationship

between working and academic achievement. Furr and Elling (2014) proved that students

working between 30-39 hours per week and those working 40+ hours per week felt that their

employment had a negative effect on their academic achievement. Others also found that

students working between 1 and 15 hours per week showed a slightly higher GPA than those

with a heavier workload.

"Pike in Lederman (2016) found that various amounts of on- and off-campus work directly

influenced students' self-reported grades and indirectly affected their levels of engagement in

academic activities. Working more than 20 hours a week has a negative impact on students'

grades, whether the employment is on campus or off. Students who work 20 hours or less, on

campus and off, report roughly 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. Working 20 hours or less off campus strengthens students' performance on two of the

five engagement levels, while students who work 20 hours or more, on campus or off, "did

tend to be more engaged than students who did not work at all. "

THE EFFECT OF BEING PART TIME STUDENT IN MOUNTVIEW COLLEGES

Bejo, Christian D. et.Al

S/Y 2018-2019

From "The Effects of Part-time Work on School Students" by .Read more on Scribd:

https://www.scribd.com/doc/403299359

This chapter presented the review of related literature and studies related to effects to the

part-time students. This chapter includes the following topic: The advantage and

disadvantages of working while studying to the students of Mountview College (MVC),

theoretical framework, and summary. 

According to “Optimism and risk for Job Burnout”, (2015) stated that money is the main key

in college in which students acquire tremendous amount of debt of pay off. Many college

students work while attending school which in return has an effect. A recent article has

shown that there is a psychological and physical toll that takes upon student who try to juggle

both. From working and attending school, Stress becomes the main setback in which affects

their academic performances. Taking a survey of 225 participants of student, it showed that

stress was a main cause for these student which caused emotional and physical exhaustion.

Our survey tries to study how students deal with stress when they work or not work while
attending school. Stress plays the main role in all factors for these students attending a

university. Sleep is one constant that college students lack. A recent article shows that 50% of

student surveyed at a university is sleep deprived. An average amount of students has a range

of from difficulty falling asleep to difficulty staying asleep. This lack of sleep syndrome is

known as sleep phase syndrome is an important problem students face at school which affects

them from a range of academic performance. Sleep is a necessity but the life style college

students acquire from coming into universities affects them severely.

According to Moris Triventi’s he looked into the effect of working in higher education. He

found that working at low-intensity had positive effects but higher "intensity jobs, 35 hours or

more per week, tended to have negative effects. Some of the positive effects are increased

independence, ability to budget, managing a schedule, and gaining soft skills, such as

communication and problem-solving skills. Some of the negative effects are higher risk of

dropping out, delayed graduation rates, and negative effects on academic performance. He

found that full-time workers tend to have less time for academic studies and school activities.

Non-workers average 17.0 hours of studying per week and part time and full-time workers

also attend class less time per week. Part-time workers in this study were able to deal with the

effects of working while in school (Triventi’s, 2014)."

"According to Rajeev Darolia’s (2014) study, there was a correlation between number of

credits completed and number of hours worked per week. This study states that 80 percent of

students work at some point in their undergraduate program and numbers of hours worked

per week increases each year. Some students take fewer credits due to work commitments.

Part-time and full-time students tend to spend less time studying. This can lead to delayed

graduation dates and more years of schooling. The time-to-degree ratio is higher, which in

turn costs the students less future earnings. The study points out the negative effect of
working to be lack of time for school-based activities and leisure activities, which can help

with overall health.

According to Weiss et al. (2014), and Robert & Saar (2012), the role of the coherence of the

job performed during higher education with the field of study for subsequent labor market

performance. Their analyses confirm better employment opportunities when working in a job

well-matched with the field of study. Hence, also in terms of employment outcomes there is a

heterogeneous impact of working while "studying according to specific characteristics of the

job performed during university career, in particular when considering the relationship

between the field of study and the job carried out during higher education.

According to (Gorgulho, et al., 2012) one of the disadvantages of being a student while

holding a job is that they are often short on time and commonly find themselves with limited

time to study, sleep, and maintain healthy eating habits and one of the main complaints

among working students is that they find themselves without enough time to eat right instead

of consuming healthy foods, such as fruit and whole grains, working students often grab a

quick meal comprised of low quality foods that contain sugar and high sodium. This is not to

say that students should feel discouraged and not work while in college, but instead be

mindful of the commitment and plan accordingly. For example, students who work every day

night benefit from a 7-day food preparation technique at the beginning of every week. Many

researchers focus on working after higher education but little research the effects of working

while in higher education. Recently, higher education has been increasing in tuition and other

costs that go into attending college, this has had an effect on students. Mainly, they are

looking for jobs while in school to help cushion some of those costs and everyday expenses."

PROBLEM ENCOUNTERED BY THE WORKING STUDENTS AND ITS EFFECT

ON THEIR ACADEMIC PERFORMANCE: PROPOSED ACTION PLAN

Curambao, Lloyd Elvin S. et.Al

S/Y 2014-2015

From "Problems Encountered by Working Students" by .Read more on Scribd:

https://www.scribd.com/doc/593370867

Education is the main key path in understanding why people keep on attending in school so

that they can acquire fine jobs after a long and tiring college years and yet it is also a path

toward earning a college degree. To continue study the most important thing to remember is

the financial capital for their educational needs. Capital that expect will last longer until they

finish their studies. As the tuition fee increases, more students are determined to find part-

time jobs.The money that they receive from their job will serve as an addendum to the

expenses to their financial capital for education ( Sharon E.Jarvis & others, The political

Participation, The Annette Strauss Institute civic publishing corporation of New York 2005).

Utilizing available financial aid helps students graduate from college (M.K.Bixby, 2000).

There is a proliferation of working students in industry 

"There is a diverse division that depends on the company that they apply and the company

which offer an adequate rate to suit the needs of its student workers. An amount that abides in

order the student workers can able to continue their traditional university degree. Student

roles including the full- time and the part-time workers. Full-time workers render duty from

6-8 hours, while the part-time is 4-5 hours (Armour et al, 2003).

 College students force to work during their pre-college and post- college year. They sought

to retain a social connectedness to their families because they believe they are now to help

their parents (Rodoyski, 2001). Students start to work as early as 15 years old. Work and

education in an adolescent life is a primary domain (Markel and Frone, 1998). These students

also try to support their studies and their families.(Smith & Green 2001) These students are
probably still on their elementary or high school level. Student engagement is widely

understandable in work and study. That needed more focus and dedication. By this they can

attain greater attention. Even if they are a little bit bother of the errands on their respective

working place. Krause (2007) said “the time, energy and resources are designed to enhance

learning in both school and work”.

"Students who are working while studying in college find their part-time jobs beneficial and

on the other hand, problematic. Beneficial because of the income they can get. It provides a

positive educational benefits on students (Lucas, 1997). Seeking job students can enhance

their skill which is more needed in the industry. Thus, companies who are encouraging the

students to work are continuing to develop their program to provide the needy and aspiring

applicant to have a settled job in a near future career (Richard James 2008). It is also

beneficial if the work is related to the student’s chosen course.This may be particularly

beneficial as an aid to academic knowledge and career prospect.

On the other hand, it is problematic because, when working long hours, it can damage the

student’s academic activities and performance (Hansen & Jarvis, 2000).

 Also, working off campus negatively affects students’ academic work more than working at

an on-campus job (M.K Bixby, 2000). Vickers et al. (2003) stated that university students

who worked 20-29 hours per week have a greater chance of dropping out. Approximately

160% greater than those students who do not work at all. Shifting from work to school and

vice versa results to stress and anxiety(Smith & Green, 2001). The number of hours spent at

work each week is associated with a sense of conflict between work and education among

adolescents and young adults (Hammer et al.,1998).

"Mental health is also an issue for working students. Excessive combination of work and

study leads to tiredness and depression (Rolfe 2002). Students are highly prone to burnout
from school and work compare to those over 30-40 years old. Less educated people are also

prone to burnout than those highly educated people. Burnout to students is associated to

many stressors. These include long hours of work or practicum work, academic grades,

uncertain about their future, unbalanced personal and professional life and less support from

family and friends (Boudreau et al.,2004). These Problems occur and interfere with the

students’ studies and in his personal life like family bonding, religious activities, peer

activities is work itself. It is regarded as “menial and exploitative (NSW Commission for

Children and Young People, 2005)."

"Working students also face other problems such as lack of understanding of the rights of

work and the safety of the employee. The lack of knowledge can be associated with

Exploitation (Tannock, 2001) and the number of safety issues on fast food chains’ injuries

with the young part-timers were no higher than with the full-time employees and awareness

of safety issues were high (Mayhew & Quinland 2002)."

FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE WORKING

STUDENTS AT DE LASALLE JOHN BOSCO COLLEGE

Dalugdog, Michelle C. et. Al

S/Y 2018-2019

From "Factors Affecting the Academic Performance of the Working Students at Dela Salle

John Bosco College (Dlsjbc) s.y. 2018 – 2019" by .Read more on Scribd:

https://www.scribd.com/doc/401979276

This chapter focuses on the review of literature and the related studies on the Academic

performance of the working students. 

Related Literature 
The effects on students of working in a part-time job while at school constitute the subject of

this report. Although it is widely recognized that many students are employed part-time out

of school hours, little is known about the consequences of such employment. It has been

shown that around one quarter to one third of Australian secondary school students regularly

hold part-time jobs during the school year (Robinson, 1996). Many students are having their

part-time jobs to supply their daily needs. According to International Labor Organization

(2003), part time job is a form of employment that carries fewer hours per week than full time

job. Workers are considered to be part-time if they commonly work fewer than 30 or 35

hours per week. 

 Noble (2006), students’ academic accomplishments and activities, perceptions of their

coping strategies and positive attributions, and background characteristics (i.e., family

income, parents’ level of education, guidance from parents and number of negative situations

in the home) were indirectly related to their composite scores, through academic achievement

in high school. The students face a lot of problems in developing positive study attitudes and

study habits. Guidance is of the factor through which a student can improve his study

attitudes and "study habits and is directly proportional to academic achievement. The students

who are properly guided by their parents have performed well in the exams. The guidance

from the parents indirectly affect the performance of the students (Hussain, 2006).

The benchmark reference can be considered the Theory of the Allocation of Time (Becker,

1965), where it can be inferred a negative impact of employment activities during university

on academic performance due to the trade-off between the time dedicated to study and

working time. Nevertheless, there might not be necessarily a negative relationship between

working and academic achievement in case of an efficient organization of working/studying

schedule (such as choice of not compulsory lessons, flexibility in academic planning

schedule, etc). Also the trade-off between working and studying could be reduced by
substituting working time with leisure, rather than with hours of study (Dundes and Marx,

2006, Butler, 2007). The achievement of students is negatively correlated with the low

financial status of parents because it hinders the individual in gaining access to sources and

resources of learning (Duke, 2000; Eamon, 2005; Lopez, 1995). Low financial status strongly

affects the achievement of students, dragging them down to a lower level (Sander, 2001).

This effect is most visible at the post-secondary level (Trusty, 2000). It is also observed that

the economically disadvantaged parents are less able to afford the cost of education of their

children at higher levels and consequently they do not work at their fullest potential (Rouse &

Barrow, 2006).  

Feinstein et al.’s (2007) study, pays particular attention to personal and social outcomes of

study, including, particularly, improvements in skills such as writing and communications

and also to earn money while still learning. Personal development, greater self-confidence

and sustaining personal needs were also reported as important outcomes of studying. "On the

other hand, other studies concluded (Astin, 1975) that only on-campus employment had a

positive influence on academic performance. Astin reported that the effects of on-campus

employment were characterized as positive in nature, while off campus student employment

is associated with lower GPA. The positive effects of on-campus employment are due to

enhanced integration with the institution, including involvement with other students and with

faculty (Furr and Elling, 2000). In addition, on campus jobs often include responsibilities

with academic components.

According to Freeman in Cebu, Philippines - The life of a student is not easy. The ones who

are naturally slow have to keep up with the rest of the class. And even the ones with superior

learning abilities are pressured to stay at the top. The student’s situation is daunting enough.

Yet not as daunting as when the student has something equally important to busy him or
herself with. Many students have to do jobs in order to see themselves through school - the

working students.

 If the term "working student" does not seem to elicit sympathetic feeling anymore, it may be

because the number of these extraordinarily hard-pressed young people have grown so much

that they have already become commonplace. Or, in a poor country like the Philippines,

working students have come to be expected; otherwise, young people would only seal their

fate in the poverty they were born into.

According to the National Statistics Coordination Board (NSCB) published that the full-time

workers in July 2010 recorded a share of 64.3 percent of the total employed while the

part-"time workers, 35.0 percent. The number of underemployed persons in July 2010 was

estimated at 6.5 million, placing the current underemployment rate at 17.9 percent. More than

half (58.1%) of the total underemployed were reported as visibly underemployed or working

less than 40 hours during the reference week. Those working for 40 hours or more accounted

for 40.4 percent. Most of the underemployed were working in the agriculture sector (46.7%)

and services sector (37.8%). The underemployed in the industry sector accounted for 15.5

percent.

MANILA, Philippines - About 216,000 students in the country are currently juggling school

and work, according to latest data from the Commission on Higher Education (CHED).The

figure is about 8% of the total number of college students in the country. CHED said working

students today are mostly into food service, entertainment and sales, apart from their usual

stints as library and research assistants."Dahil sa financial crisis, kailangan nilang extra

income," said lawyer Julito Vitriolo, officer-in-charge at CHED's office of the executive

director. Vitriolo added that these students are forced to work because of higher commodity

prices and tuition fees. Jerry Rontal, who delivers oxygen tanks in a hospital. Rontal is

currently taking up Criminology, and needs to pay a tuition fee of P24,000 for this
semester.The amount does not include expenses for books, uniform and public

transport."Gusto kong umangat sa hirap. Kakayanin po, kailangan po eh. Kung hindi ako

kikilos, walang mangyayari," Rontal said. Despite their efforts, the pressure to balance work

and school is just too much for many working students. The CHED said that only 50% of

working students get to finish college, as many cannot cope and cannot concentrate on their

studies, while some have poor health, while others give up because of insufficient funds.

CHED advised working students to get jobs that are not that demanding and that are more

closely related to their courses. -- Report from Bernadette Sembrano, ABS-CBN News

A study of Mussie T. Tessema1, Kathryn J. Ready &Marzie Astani in Winona State

University, Winona, USA about If really Part-Time Job Affect College Students’ Satisfaction

and Academic Performance (GPA)? A Case of a Mid-Sized Public University. They aimed to

While considerable research has been conducted to assess the effects of work on part-time job

(number of working hours) on many college outcomes such as GPA as measured by

cumulative grade point average. Besides, previous research has given little attention to the

effect of part-tome job (working hours) on students’ satisfaction. This study therefore intends

to assess the effect of part-time job on both students’ satisfaction and academic achievement

(GPA) using a large sample size (N=5223). 

The results of their study are student employment impacts GPA positively, when students do

work fewer than 10 hours. Thus, student employment may not always be detrimental to

academic performance, as measured by GPA. However, when students work for more than 11

hours a week, GPAs were found to decline for each additional category of work, although the

change is very small. This finding is consistent with most of the prior studies (Humphery,

2006; Hunt et al., 2004; Tuttle et al., 2005; Curtis, 2007; Metcalf, 2003; Curtis, 2007). That

is, the more hours students work, the greater the likelihood of negative effects on student

satisfaction and GPA. That is, as working hours per week increases (beyond 11 hours a
week), students’ satisfaction and GPA decreases. One of their illustration partly contradicts

the conclusions drawn from Coleman’s zero-sum time-allocation theory that assumes that

time spent on working may lead to reduced time spent on studying, which subsequently

reduces GPA. As clearly revealed about 79 percent of the respondents were working while

studying. The high percentage of students working also reflects the national trend of 80

percent of American undergraduates working while attending college (King, 2006). Thus, an

important implication of the current study is that if the overwhelming majority of college

students are working, knowing the effect of work (the number of working hours) on students’

satisfaction and GPA is critical for different stakeholders such as counselors, academic

advisors, administrators, students, and parents. The results of their empirical study indicate

that work had a negative impact on students’ satisfaction and academic performance (GPA),

although practically was very minimal.

Another related study conducted by Safrul Muluk (2017) at the Universitas Islam NegeriAr-

Raniry Banda Aceh, Indonesia. Their study is aimed at investigating the effects of students’

employment on their academic achievement. Various factors considered to have effects of

students’ academic achievement are explored. This includes the type of jobs, the time spent

on part-time job, students’ GPA, and the time needed to finish their studies. In their study, it

can be concluded that working part time job do not have any significant effect on students’

academic performance. The results of their GPA, despite working outside university, were

still high. Nevertheless, majority of students involved in part time job up to 20 hours per

week finish their study in nine semesters or more. Working part-time has an effect on the

time of study completion and the students’ stress level as well. Furthermore, the common

reasons mentioned by respondents in relation to why they need to take part time job are due

to income needs to fulfill their education needs such as tuition fees, or school stuffs and

looking for experience to advance their skills in the future. "

According to the study of Department of Industrial Engineering and Operations Research,

University of the Philippines, Diliman, Quezon City and Department of Industrial

"Engineering, Technological Institute of the Philippines, Cubao, Quezon City byYoshiki B.

Kurataa, Rose Marie Lou P. Banob, Aura C. Matias about the Effects of workload on

academic performance among working students in an undergraduate engineering program.

They aimed to investigate the effect of overall workload to academic performance of working

engineering students as basis of strategies that may help the students better adapt in situations

requiring high workload. Their research can serve as a basis in the creation of instructional

content, course design, and physical characteristics of instructional materials and as well as

advised unit load suitable for working engineering students. By understanding the

relationship of workload and academic performance, concepts of physical and cognitive

ergonomics can help educators assess, plan, design and implement measures to support

students.

Findings from their research revealed that there is indeed a significant relationship between

overall workload of a working engineering student to their academic performance. This

finding suggests that any moderating factors affecting workload can have an effect to the

students’ academic performance as well. Any changes and alteration in lifestyle, health,

academic unit load, and current year standing can influence academic performance due to its

physiological and psychosocial effects to learning. The comparative analysis of GWA and

NASA-TLX rating of working and non-working students yield a significant difference

implying that the two groups have different workloads and academic results. In working

students, they have higher workload while their academic performance is lower compared to

non-working students. It is also worth noting that standard deviation of workload is high in

working students due to the difference with regards to moderating factors in a group (full-

time versus part-time) or in the individual level (male and female). High level of workload in
an academic setting needs awareness. So the study suggested the administration to consider

the effects of workload to academic performance including physical and psychosocial factors

in maximizing the student’s potential in learning. Therefore, assessment and evaluation of the

moderating factors must be considered to properly address the issue of subject retakes. With

this, the number of quality graduates every year may potentially increase. "

THE CASE OF WORKING STUDENTS: REVIEW OF RELATED LITERATURE

Fortu, Camille Joy

February, 2022

From "The Case of Working Students Review of Related Literature" by .Read more on

Scribd: https://www.scribd.com/doc/561203440

The review of related literature for this study focuses on different previous studies about

working students locally and outside the country. These studies identify models and several

case study of a working student including the reasons why students are force to work are also

enumerated. (cited,.)

According to the Commission on Higher Education (CHED) about 216,000 students in the

country are currently juggling school and work, this figure is about 8% of the total number of

college students in the country. CHED said working students today are mostly into food

service, entertainment and sales, apart from their usual stints as library and research

assistants. "Due to financial crisis that’s why they need a extra income," said lawyer Julito

Vitriolo, officer-in-charge at CHED's office of the executive director.

He also added that these students are forced to work because of higher commodity prices and

tuition fees. The CHED said that only 50% of working students get to finish college, as many

cannot cope and cannot concentrate on their studies, while some have poor health, while

others give up because of insufficient funds.CHED advised working students to get jobs that
are not that demanding, and that are more closely related to their courses.

According to the National Center for Education Statistics in America, in 2007 nearly half (45

percent) of “traditional” undergraduates—that is, students between the ages of sixteen and

twenty-four attending college full time—worked while enrolled. About 80 percent of

traditional-age undergraduates attending college part time worked while enrolled. The

amount of time students spend working has been of increasing concern for the educators that

serve them and, in some instances, the students themselves. Recent data would indicate that

80% of American undergraduates worked while attending college in 1999-2000 (King,

2003).This represents an 8% increase over the class less than a decade previously, among

whom 72% worked (Cuccaro-Alamin & Choy,1998). Further, there appears to be a strong

body of literature that points to the positive effects of not working versus working while

attending college (King, 2002; Pascarella& Terenzini, 1991)."

"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. How does

Working Affects 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).Lundberg (2004) examined a national

sample of 3,774 responses to the College Student Experiences Questionnaire (CSEQ) and

found that students working more than 20 hours per week reported significantly fewer

interactions with faculty and lower quality student relationships with peers. Cheng (2004)

examined how work affected the academic and social experience of college students, using a

mixed method design, and found “no significant difference between working and nonworking

students in their academic and social experience, though working students’ GPAs are lower

than those of the nonworking”(p. 1)."

The review of related literature for this study focuses on different previous studies about

working students locally and outside the country. These studies identify models and several

case study of a working student including the reasons why students are force to work are also

enumerate.

Education in the Pandemic Year 2020 has been a challenging year. The COVID-19 pandemic

has disrupted people's lives all over the world. This public health emergency not only resulted

in over a million deaths, but also caused unprecedented disruptions in a variety of societal

institutions such as the economy, government, education, entertainment, and family (ABS-

CBN News,2020). The current COVID-19 pandemic has created unprecedented challenges

and has impacted educational sectors, and no one knows when it will end. Every country is

currently implementing plans and procedures to contain the virus, but infections are still on

the rise.
Working Students as a Phenomenon Darolia (2014) discovered that working students in

higher education are a widespread phenomenon. The majority of research on working

students examines the impact of students' employment on academic outcomes such as grade

point average and commitment to studies (Peterson, 2016; Scott-Clayton, 2011; Thibodeaux

et al., 2017). However, while the number of working students is increasing, this is not a new

phenomenon. Working while studying was considered a good preparation for one's later

career over 30 years ago (Steinberg et al., 1981; Schill, McCartin & Meyer, 1985). In recent

years, working while studying is considered necessary to develop teamwork, communication,

and customer care skills (Lucas & Lammont, 1998; Curtis & Lucas,2001). Working while

studying has many positive outcomes in the modern higher education realm, according to

Watts and Pickering (2000). Furthermore, some researchers concentrate on the time spent by

working students. As a result, the more time a student spends working, the less time he or she

spends on academic studies (Greene & Maggs, 2015; 2017). According to Mathuews (2018),

students' experiences of time constraints are typically related to the working time poor.

Working part-time, on the other hand, can improve students' academic motivation and

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

As a result, students require a combination of academic knowledge and financial resources to

improve their future career opportunities (Harvey,2000; Devlin, James & Grigg, 2008; Nonis

& Hudson, 2006). Working students are divided into two groups: young working learners

(ages 16-29) and mature working learners (ages 30-54). Regardless of race, female students

are more likely than male students to work while studying (Carnevale et al., 2015). Working

while studying is an introduction to real-world experience (Tymon, 2013; Tomlinson, 2007),

so the majority of the money earned from employment was spent on necessary living

expenses (Manthei & Gilmore, 2005).

According to the Commission on Higher Education (CHED) about 216,000 students in the

country are currently juggling school and work, this figure is about 8% of the total number of

college students in the country. CHED said working students today are mostly into food

service, entertainment and sales, apart from their usual stints as library and research

assistants. "Due to financial crisis that’s why they need a extra income," said lawyer Julito

Vitriolo, officer-in-charge at CHED's office of the executive director. He also added that

these students are forced to work because of higher commodity prices and tuition fees. The

CHED said that only 50% of working students get to finish college, as many cannot cope and

cannot concentrate on their studies, while some have poor health, while others give up

because of insufficient funds. CHED advised working students to get jobs that are not that

demanding, and that are more closely related to their courses.

Recently, there has been a surge in interest in financial literacy among academics,

international organizations, and governments (Olga, 2011). Most recent studies have focused

on university students' financial planning because empirical evidence has shown that the

majority of them fail to plan their expenditure and experience unexpected financial problems.

Due to a lack of financial management skills, university students report high debt, extensive

credit card use, and high stress, as well as low financial satisfaction (Nellie, 2002; Norvilitis

et al., 2003; Norvilitis et al., 2006).

Young adults may be ill-prepared to effectively manage the psychological costs of financial

problems, such as increased stress and decreased well-being (Norvilitis & Santa, 2002;

Roberts & Jones, 2001).

However, researchers generally agree that financial education is the key to reducing financial

problems, particularly among young adults. Our research is built on learning theories.

Learning is commonly defined in psychology and education as a process that combines

cognitive, emotional, and environmental influences and experiences in order to acquire,

improve, or change one's abilities, knowledge, skills, values, and world perspectives (Illeris,

2004; Ormrod, 1995). Age, gender, level and program of study, parents' level of education,

accessibility to media, sources of education on money matters, place of residence, and other

variables can thus be linked to one's level of knowledge in any subject, including financial

knowledge.

According to the National Center for Education Statistics in America, in 2007 nearly half (45

percent) of “traditional” undergraduates—that is, students between the ages of sixteen and

twenty-four attending college full time—worked while enrolled. About 80 percent of

traditional-age under graduates attending college part time worked while enrolled. The

amount of time students spend working has been of increasing concern for the educators that

serve them and, in some instances, the students themselves. Recent data would indicate that

80% of American undergraduates worked while attending college in 1999-2000 (King, 2003).

This represents an 8%increase over the class less than a decade previously, among whom

72% worked (Cuccaro-Alamin &Choy,1998). Further, there appears to be a strong body of

literature that points to the positive effects of not working versus working while attending

college (King, 2002; Pascarella& Terenzini, 1991)

According to the research conducted by Watts and Pickering (2015), 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. The

purpose of this study is to investigate the experiences of working while studying. In this

study, a qualitative study is used. It is a subjective report which made utilization of a

phenomenological way to deal with accumulating important information. The method that is

used in the process of making this part of the study is the Snowball technique. Based on the

participants’ responses on their perceptions on working while studying, it is confirmed that

 financial support,self-development and internal motivation to integrate theory and practice

are among the driving forces of working while studying at university. As reported by

Steinberg et al. (2015), engaging students in part-time and some full-time employment is

progressively a common phenomenon everywhere

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. The purpose of this study is to

investigate the experiences of working while studying. In this study, a qualitative study is

used. It is a subjective report which made utilization of a phenomenological way to deal with

accumulating important information.This study explores international students’ experiences

with studying and working at public university. Through phenomenological research

approach that utilized face-to-face interview and photo-elicitation techniques, the personal

experiences of twenty international students were captured. 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. According to Derous and Ryan (2018),

student part-time employment in general has a positive effect on their personal development

in terms of self-reported and emotional growth. Positive effects which include higher grade

point average, early completion of degree, and student’s well-being are attributed to student

engagement in campus job (Derous & Ryan, 2018; Carney et al., 2015)

CONCEPTUAL FRAMEWORK

1. Data collection of
Profile of the working working students’
students according to: profile.
2. Data collection of
a.) Sex
different reasons of
b.) Age Identify and assessed
working students.
c.) Year Level Barriers Encountered by
3. Data gathering of
the working students in
Different reasons of obstacle/s encountered
school setting
working students. by working students.
4. Organization of
Obstacle/s encountered
students’ responds.
 The researcher will gather the following profile of the respondent such as; sex, age

and year level. The researchers will gather the different reason and the obstacle they

encountered being a working student. Therefore, it will identify and assessed barriers

encountered by working students in school setting

CHAPTER III

METHOD AND PROCEDURE

This chapter explains and discusses how the researchers will gather the necessary data

and information that will be use in the entire study. It provides information about who will be

the respondents and focus of this study. This chapter also cover the type of research, research

method, and the research locale where the study will be conducted.

RESEARCH DESIGN

This research used quantitative research and descriptive method to describe the

characteristics of a population being studied. Respondents from Isabela State University were

chosen at random, specifically from all working Bachelor of Physical Education students.

The sample for this study consisted of __ undergraduate and postgraduate working students.

A questionnaire was used as an instrument for data collection. All questionnaires

were completed and returned by respondents for analysis. To investigate more detailed and

rich data for the study, the quantitative method was used.
RESPONDENTS AND LOCALE OF THE STUDY

The respondents of this study are composed of ___ total number of Bachelor of

Physical Education (BPED) students, ___ respondents from 1st year, ___ respondents from 2nd

year, ___ respondents from 3rd year, and ___ respondents from 4th year who are both currently

and officially enrolled at Isabela state University Echague campus, San Fabian, Echague,

Isabela, S.Y. 2022-2023. The researchers will be considering the availability of the identified

respondents to meet and connect with the research study.

The researchers identified the respondents through non-probability sampling

specifically a purposive sampling since this study focuses on working-students, and the study

will be conducted at Isabela state University-Echague campus.

RESEARCH INSTRUMENT

The researchers of this study will use a survey type of questionnaire as an instrument

in collecting and processing the data needed in this study.

QUESTIONNAIRE. It is a survey type of questionnaire composed of four (4) parts.

PART I: Is the personal information or the respondent’s profile composed of their sex, age,

and year level.

PART II: A checklist type of questions about the different reason/s of working students from

Bachelor of Physical education.

PART III: A checklist of the positive outcomes that a working student can attain in

integrating school and work.

PART IV: A checklist type of questions about the different obstacles encountered by the

working students.

DATA GATHERING PROCEDURE

To ensure that the process of conducting a research survey is really formal and

official, the researchers will request a letter of approval and permit to conduct a survey

questionnaire to the said university. After the approval of the request letter, the researchers

will gather the target respondents through answering the Google Form that indicates if they

are working students? or not? After identifying the respondents, we will create Group Chat

that will help us to work with them easier and conveniently without affecting their schedules

since they have different time-schedule. The researchers will float a survey questionnaire

through sending link of Google Form with proper consent or permission to the respondents

and requesting them to answer honestly and correctly each questions. Moreover, the

researchers will assure them that the data will remain confidential.

STATISTICAL TREATMENT OF DATA

REFERENCES

National Center for Education Statistic, COE- college student employment may 2022.

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https://nces.ed.gov/programs/coe/indicator/ssa/college-student-employment

Faizuddin, A. & Halim-Purnomo, (2020). Working students in higher education: challenges

and solutions. Retrieved on November 5, 2022 from

https://www.researchgate.net/publication/346616755_Working_Students_in_Higher_

Education_Challenges_and_Solutions

Faizuddin, A., (2018). The experiences of working while studying: a case study of

postgraduate students at international Islamic. Retrieved on November 5, 2022 from

https://www.academia.edu/32343261/The_Experiences_of_Working_While_Studying

_A_Case_Study_of_Postgraduate_Students_at_International
Park, Y. A., Headrick, L., (2017). Student workers' work-life balance: Review, synthesis, and

research agenda. Retrieved on November 08, 2022 from

https://experts.illinois.edu/en/publications/student-workers-work-life-balance-review-

synthesis-and-research-a

Fede, J. H. (2017). Student Employment as a Model for Experiential Learning. Retrieved on

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doi/abs/10.1177/1053825917747902

Omari, B. et. al. (2019). Employing Student Success: A Comprehensive Examination of On-

Campus Student Employment. Retrieved on November 25, 2022 from

https://eric.ed.gov/?id=ED605714

Mitola, R., Rinto, E., & Pattni, R. (2018). Student Employment as a High-Impact Practice in

Academic Libraries: A Systematic Review. Retrieved on November 25, 2022 from

https://www.sciencedirect.com/science/article/abs/pii/S0099133318300260

Rossmann, P. D. & Trolian, T. L. (2019). Working with Others: Student Employment and

Interactions with Diversity in College. Retrieved on November 28, 2022 from

https://www.tandfonline.com/doi/abs/10.1080/19496591.2019.1643356

Kwadzo, M., (2014). International students’ experience of studying and working at a

northeastern public university in the US. Retrieved on November 9, 2022 from

https://files.eric.ed.gov/fulltext/EJ1054990.pdf
Barriers Encountered by the Working Students in School Setting

at Isabela State University. S.Y. 2022-2023

Instruction: Please tick “” the answer of your choice and write answer where

line are provided.

PERSONAL INFORMATION

Sex  Male  Female

Age ____________

Year Level ____________________________

Reasons

1. What kind of jobs do you do?

 Part-time  Full-time

 Freelancer  Others _________________________

41

2. Is your job related to your major?

 Yes  No

3. Why do you choose to study and work at the same time? (You can choose

more than 1)

 To support family  To be financially

independent

 To improve skills 

Others____________________

4. Who influences you to work while studying?

 Friend  Family

 Acquaintance  Myself

 Others ____________

5. Do those reasons still motivate you to carry on working and studying?

 Yes  No

Positive outcomes

1. What are the benefits that you gain from working while studying? (You can

choose more than 1.)

 Learn soft skills  Experience in real working

environment
 Prepare myself before graduating  Earn money

 Others _______________________

2. Between working and studying, which one do you prioritize?

 Working  Studying  Both

3. Do you think your current job can help your future career?

 Yes  No

4. Is your academic performance better when you work and study at the same

time?

 Yes  No

42

5. How much time do you have left after spending your day working and

studying?

 1 - 2 hours  2 - 3 hours

 3 - 4 hours  4 - more hours

Obstacles

1. What are the obstacles that you have met? (You can choose more than 1.)

 Distraction (can't focus)  Exhaustion (too tired)

 Have no time to spend on school work  Stress

 Lateness  Others ___________________

2. What are the class activities that you miss? (You can choose more than 1.)
 Attendant  Class discussion

 Group assignment  Others ___________________

3. Have you ever been so tired to the point that you want to quit?

 Yes  No

4. Personally, do you recommend other college students to work and study at

the same time?

 Yes  No

5. If you choose “Yes” in question 4, please tell us your reasons.

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

____________________________________________________________________

This is the end of the questionnaire.

Thank you so much.

Good luck!