College Thesis Quantitative PDF

STATUS OF THE ACADEMIC PERFORMANCE
OF SENIOR HIGH SCHOOL AND COLLEGE

WORKING STUDENTS
A Research Presented to the Faculty of the College of Accountancy,

Red Link Institute of Science and Technology,
Calamba City, Laguna
In Partial Fulfilment of the Requirements for the Degree of

Bachelor of Science in Accountancy
JAYSON C. CALATIN
ABEGIEL N. CAPUSO
JEWEL ROSE T. SOLIMAN
JILLIANNE ROSE T. SOLIMAN
SALVE C. SUCAB
January 2023
APPROVAL SHEET
This research entitled “STATUS OF THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL AND COLLEGE WORKING STUDENTS”, prepared
and submitted by Jayson C. Calatin, Abegiel N. Capuso, Jewel Rose T. Soliman,
Jillianne Rose T. Soliman, And Salve C. Sucab, in partial fulfilment of the
requirement for the degree of Bachelor of Science in Accountancy, is hereby
recommended for oral defense.
PROF. EVANGELINE G. SAPNU, MBA, D Hum

Adviser
PANEL OF EXAMINERS
Accepted and examined by the Committee on Oral Examination with a

grade of _________ on ____________________, 2023.
JESS JAY M. SAJISE, DBA

Chairman
RENE N. ALTURA, Ph.D. NOEL P. MUNDA, MAEd

Member Member
Accepted and approved in partial fulfilment of the requirements for the

degree of Bachelor of Science in Accountancy.
JESS JAY M. SAJISE, DBA

VPAA/College Dean
i
ACKNOWLEDGMENT
First and foremost, to Almighty God for giving endless blessings throughout
the process of their research study, by providing and granting them the opportunity
the capability to accomplish their study successfully.
To Prof. Evangeline G. Sapnu, their research adviser, for giving them trust,
offering valuable advices, and giving support during the whole period of the study,
and especially for the patience and guidance during the writing process of the
manuscript.
To Dr. Jess Jay M. Sajise, their Chairperson of the board, Vice President
for Academic Affairs and College Dean, for sharing his expertise by giving
constructive comments and suggestions upon reviewing their study and
encouraging them to finish this piece of work.
To Dr. Rene N. Altura and Mr. Noel P. Munda, the members of the panel,
for their meaningful advice that guide them for the better result of the study.
The Grade 11 and Grade 12 Senior High School, Bachelor of Science in
Accountancy, Bachelor of Science in Accounting Information System and the
Bachelor of Technical-Vocational Teacher Education students of Red Link Institute
of Science & Technology, for their utmost cooperation and time given as
respondents of this study.
To Mr. Noel P. Munda, statistician for sharing his knowledge and helped in
the analysis of data and statistical computations.
ii
To Mr. Ronald E. Uy, grammarian, for his comments, effort in checking and
editing this study.
To the researchers’ families, friends and classmates, for their endless
moral, financial, and spiritual support.
C.J.C
A.N.C
J.R.T.S
J.R.T.S
S.C.S
iii
DEDICATION
“I can do all things through Christ who strengthens me.”
- Proverbs 4:13
This thesis is wholeheartedly devoted to our adored guardians, who have
been our source of motivation and invigorated us when we considered
surrendering, who ceaselessly give their moral, profound, enthusiastic, and
monetary help.
To our siblings, sisters, family members, companions, schoolmates and
classmates who shared their words of exhortation, and support to complete this
examination.
Furthermore, finally, we devoted this study to the All-powerful God, thank you
for the guidance, strength, force of brain, assurance, and abilities, and for giving
us a sound life. These, we offer to you.
C.J.C
A.N.C
J.R.T.S
J.R.T.S
S.C.S
iv
ABSTRACT
The main purpose of this study is to: (1) Determine the level of Academic
Performance of the Senior High School and College Working students in Red Link
Institute of Science And Technology in terms of Learning, Motivation and Student
Behavior and (2) Determine if there a significant relationship between the
academic performance variables of Senior High School and College students.
The result of the study was obtained using the following Statistical
Treatment such as: Percentage Computation, Median, Chi-Square Test for
Association and Spearman Rho Correlation. Using the descriptive correlational
studies method, the researchers conducted an intervention that was composed of
13 Senior High School and 47 College with a total of 60 working students.
At the end of the study the findings showed that most of the Senior High
School and College Working Students, the overall level of academic performance
in terms of Learning Under Class Participation, Task Performance and
Comprehension rated it as High Level, the overall level of academic performance
in terms of motivation rated it as Very High Level while the overall level of academic
performance in terms of student behavior rated it as High Level.
The result also reveals that there is no significant relationship between the
academic performance when grouped according to age, gender, year/grade level,
and monthly family income. Lastly, there is significant relationship between the
academic performance when grouped according to general weighted average.
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The recommendations presented in the study were constructed by using
the collected information.
TABLE OF CONTENTS
Title Page
Approval Sheet i
vi
Acknowledgement ii-iii
Dedication iv
Abstract v-vi
Table of Contents vii-x
List of Tables ix
List of Figures x
CHAPTER I THE PROBLEM AND ITS SETTINGS
Introduction 1-2
Background of the Study 2-3
Theoretical Framework 3-8
Conceptual Framework 9-10
Related Literature 10-24
Statement of the Problem 24-25
Research Hypothesis 25
Scope and Limitations of Study 26
Significance of the Study 26-27
Definition of Terms 27-29
CHAPTER II RESEARCH METHODOLOGY 30

Research Design 30
Respondents of the Study, Sample Size & Sampling Technique 31
Research Instrument 32
Reliability 33
Validity 33
Research Procedures 33
Statistical Treatment of Data 34-36
CHAPTER III PRESENTATION, ANALYSIS AND 37

INTERPRETATION OF THE DATA
Demographic Profile of Respondents 37-41
vii
Level of Academic Performance of the Senior High School and 41-50
College
Working Students
Test of Relationship between the Academic Performance of the 50-57
Respondents
Chapter IV Summary of Findings, Conclusions and

Recommendation
Summary of Findings 58-62
Conclusion 62-63
Recommendations 64
REFERENCES 65-74
APPENDICES
Appendix A Letter of Request (SHS & College List of Working 77
Student Enrollees)
Appendix B Survey Questionnaire 78-83
Appendix C Letter of Request (Conduct of Online Survey) 85
Appendix D Letter to the Respondents 87
Appendix E Letter for Statistician Request 89
Appendix F Statistician’s Certification 91
Appendix G Language Editor’s Certification 93
Appendix H SPSS Outputs 94-104
Curriculum Vitae 105-115
LIST OF TABLES
viii
Table Title Page
1 The Demographic Profile of the Respondents in terms of Age 37
2 The Demographic Profile of the Respondents in terms of Gender 38
3 The Demographic Profile of the Respondents in terms of 38
Year/Grade Level
4 The Demographic Profile of the Respondents in terms of General 39
Weighted Average (GWA)
5 The Demographic Profile of the Respondents in terms of Monthly 41
Family Income
6 The Level of Academic Performance of the Senior High School 42
and College Working Students in terms of Learning Under
Class Participation
and College Working Students in terms of Learning Under Task
Performance
and College Working Students in terms of Learning Under
Comprehension
9 The Overall Level of Academic Performance of the Senior High 46
School and College Working Students in terms of Learning
and College Working Students in terms of Motivation
and College Working Students in terms of Student Behavior
12 The Overall Level of Academic Performance of the Senior High 49
School and College Working Students
13 Test of Relationship between the Academic Performance of the 50
Respondents When Grouped According to their Age
13.1 Test of Relationship between the Academic Performance of the 51
Respondents When Grouped According to their Gender
Respondents When Grouped According to their Year/Grade
Level
Respondents When Grouped According to their General
Respondents When Grouped According to their Monthly Family
Income
ix
LIST OF FIGURES
Number Title Page
1 Theoretical Framework 8
2 Conceptual Framework of the Study 9
3 Distribution of the Respondents 31
x
CHAPTER I
THE PROBLEM AND ITS SETTING
Introduction
Education is the most powerful weapon you can use to change the world,
(Mandela N., n.d.). It also allows us to better understand the world in which we live.
Parents would often say that education is the only thing that they can offer that no
one could steal for their children. Filipinos believed that better education will land
jobs that could potentially change the direction of their career and status in life. But
in order to achieve this, financing the education is a challenge to many. The rising
education fee is usually the burden that many struggle with. Including the
increasing prices of primary needs such as food, utility bills, transportation etc.,
families tend to face difficulties in managing their budget as they have limited family
income. Furthermore, they also had to mind other schooling expenses like projects
and activities that need monetary support. There are also families that can’t send
their child to Kto12 or college because of poverty. As a result, working while
studying becomes an option for students. (Lorenciana, C.,2014)
Being a working student is a responsibility of many less fortunate but
willing young adults and adult individuals. The reason is economics- scarcity of
funds, scarcity of financial resources. Working and studying at the same time can
augment the income or the resources for matriculation or other needs (Velasco,
2014).
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These students commonly encounter many problems about their work and
their studies. According to Baum (2010), some of these students are awarded
“work” as part of their financial package; other students either do not receive work-
study funding or find such awards insufficient to cover the cost of attendance. This
creates high level of stress and anxiety making them vulnerable to sickness and
failure in pursuing their college degrees (Kasworm, 2010). Working while studying
has its positive and negative sides. When students have a job they will earn money,
some of these students need the money to pay for expensive schools, while other
students need it to make their life easier.
College working students can be more likely be left behind in their
academic environment. They could also feel “out of place” and have less time for
their social life since they are not always around in the campus. Balancing school
work and a social life while coupled with the newly found freedom of living away
from home is often a formidable challenge. Add a part-time job to that mix, and the
burden can become overwhelming, affecting all aspects of a student’s life and his
physical and mental well-being.
The purpose of this research is to look into the status of the academic
performance of senior high school and college working students.
2
Background of the Study
Working student is a student who is permitted to work while studying for
them to pay their own expenses. They are those individuals who find ways to
support themselves, to help their parents to cope with the constant rise of tuition
fees, and a way to fulfill their needs while studying. Having a job while studying is
very hard but it is a big help for a student specially those who has a parent that
cannot support them financially because of the most famous problem of
our country which is poverty. (Furr and Elling, 2000) says that there are many
reasons why students take a part-time job. Financial problems become mostly
reasons of some students forced to take part time job.
Being a working student has a lot of responsibilities. They face a lot of
struggles that sometimes makes them think about giving up, so it clearly
requires a lot of effort and investing so much of their mental and
physical energy that can swiftly make them fatigue, stressed or both.
Concerning academic outcome, (Becker, 1965) points out negative effect on the
academic performance of student who jointly work and study since working
might affect the time dedicated to academic learning and activities. There's a
negative impact of employment activities during universities on academic
performance due to the trade-off between the time dedicated to study
and working.
(Triventi, Darolia, and Body, 2014) have focused on the relevance of work
intensity on academic performance, showing that a negative impact is found when
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students are employed on full-time jobs, while past-time jobs do not seem to have
significant impact on academic performance.
Mostly, those working students are the one who easily find work after
graduating because they already have experience. They are already productive,
well-trained workers and they are what companies are looking for nowadays.
(Spence, 1973) stated that students work experience can be seems as a strong
signal of work motivation due to the effort and combining work and study.
Internationally, working students varies different eras. They can have lack
of sleep or the feeling of exhaustion every day. It really depends on how they
manage time. Some working students work every day, every hour, and came home
at night. Some students work after school day. The way a person manages
time differs the different struggles. (Jewell, 2014)
In the Philippines, the number of working students is high and according to
Polytechnic University research paper one of the negative effect typically arise
because hours spent at work take away from studying which may lead to lower
grades and less attractive post college opportunities.(Dunca,2019)
In locality, working students are very common nowadays and they say that
time management is their number one problem. The kind of responsibility a
working student have is not easy but it is a big help for them to be productive and
professional someday.
This research has enlighten and made people aware about the working
students and how to deal with them while pursuing their studies and to assess
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such effects that had greatly influences the Senior High School and College
students in Red Link Institute of Science And Technology.
Theoretical Framework
The study was based on the Theory of Motivation, Learning and Personality
Traits on Academic Performance (MLP) by Salim Nauzeer and Vishal Chandr
Jaunky.
Motivation Constructs
Motivation is defined as the process that initiates, guides, and maintains
goal-oriented behaviors (Cherry, 2016). The inherent interaction between
education psychology (motivation and learning) and personality (traits) psychology
allows for an integrative approach to explain the factors affecting academic
performance. The MLP model applies five constructs for each dimension. The five
constructs reflecting motivation (Ryan & Deci, 2000; Weiner, 1990) are intrinsic,
extrinsic, self-efficacy, achievement and a motivation (IESAA). These constructs
are discussed as follows: Intrinsic motivation is defined as motivation in which the
source is the “inherent satisfaction” an individual derives from the behaviour (Deci
& Ryan, 2008). Extrinsic motivation relates to a wide variety of behaviours from
external sources and these behaviours are engaged in as a means to an end and
not for their own sake (Deci, 1975). Along with Bandura (1995), self-efficacy is
defined as a personal judgement or expectation of how well an individual can
execute courses of action required to deal with prospective situations.
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Achievement motivation refers to the affinity to work hard to meet personal aims
within a social environment (Cassidy & Lynn, 1989).
Learning Constructs
Learning is identified as “to think using the brain” (Yap, 2012, pp. 442). The
five constructs 1 for learning are cognitive, psychomotor, affective, social and
health (CPASH). They are discussed as follows: Cognitive learning occurs when
knowledge stored in long-term memory is shifted to short-term memory to integrate
new information into the mind (Bell-Gredler, 1986). It explains how mental
processes are influenced by both intrinsic and extrinsic factors, which bring about
learning in an individual. Psychomotor learning posits physical movement,
coordination and use of the motor-skill areas. Those skill developments involve
practice and are measured in terms of speed, precision, distance, procedures, or
techniques in execution (Dalkir, 2011; Bialik et al., 2015). Affective learning
describes learning objectives that emphasize a feeling tone, an emotion or a
degree of acceptance or rejection (Krathwohl et al., 1964). Social learning theory
stipulates new learning behaviours and abilities by observing others (Bandura,
1977). Health connects to school readiness long before a child begins formal
education. Lindström and Eriksson (2011) conceptualize healthy learning as a
lifelong process where people improve their mental health, wellbeing, and quality
of life through the creation of learning environments characterized by a strong
sense of coherence and healthy behaviour regarding exercise, food habits and
stress-resistance.
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Personality Constructs
Personality is defined as innate tendencies from biological and
environmental features channelled by a set of habitual behaviours, cognitions and
emotional patterns (Corr & Matthews, 2009). The Big-Five personality trait model
(Goldberg, 1990) constitutes of openness, conscientiousness, extraversion,
agreeableness and neuroticism (OCEAN). Openness trait relates to active
imagination, aesthetic sensitivity, alertness, intellectual curiosity and
independence of judgement. Open individual is curious and unconventional.
Conscientiousness refers to the level of responsibility, planning, organizing and
task-orientation. Conscientious people may be tidy, fastidious and workaholic.
Extraversion includes traits such as sociability, assertiveness, sensation-seeking
and talkativeness. Extraverts are energetic, friendly and optimistic. Agreeableness
involves with empathy, affectionate and optimistic. Agreeable individuals behave
in a socially acceptable manner and follow social norms. Neuroticism is defined by
characteristics such as stress and anxiety. Neurotic people experience negative
emotions such as fear, sadness and anger.
The cited theory is relevant to the present study since it aimed to determine
the status of the academic performance of Senior High School and College
working students.
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Motivation
Student Academic
Learning
Behavior Performance
Personality
Figure 1. Theoretical Framework
8
Conceptual Framework
INPUT PROCESS OUTPUT
1. What is the
demographic profile • Determine the
terms of the status of the
following: academic
1.1 Age performance
1.2 Gender of Senior
1.3 Year/ Grade High School
Level and College
1.4 General working
Weighted Average students
(GWA)
1.5 Monthly
Family Income
• Survey • Identify
Question whether there
2. What is the level of naires is a significant
Academic relationship
Performance of the between the
Senior High School • Data academic
and College Working Evaluati performance
Students in terms of: on in terms of
A. Learning
2.1 Class • Data learning,
motivation
Participation Analysis
and student
2.2 Task and
Performance
behavior the
Interpret demographic
2.3
Comprehension ation profile of SHS
B. Motivation and College
C. Student Behavior working
students
3. Is there a significant
relationship between • Conclusion
the academic for the subject
performance of the matter of this
respondents and the
study.
profile of the
students?
FEEDBACK
Figure 2 Conceptual Framework of the Study
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The research paradigm illustrates the conceptual framework of the study
that shows the relationship of the input, process and output of the topic. This
framework embodies the specific direction by which the research will have to be
undertaken by describing the relationship between specific variables identified in
the study.
The input consists of the research method applied in conducting the
research regarding the demographic and level of academic performance of the
Senior High School and College working students.
The process shows the different approach that was used to convert the data
gathered into useful information which will then be used to produce the desired
output. The processes will include the giving of interview questions and survey
questionnaires to the respondents, the interpretation of the data gathered, and the
analysis and evaluation of those data.
The output box shows the desired outcome of the research which is to
determine the status of the academic performance of Senior High School and
College working students.
Related Literature
Foreign Literature
"Demmert, William., Jr (2006). This literature review examines research-
based information on educational approaches and programs associated with
improving the academic performance of Native American Students. A search
reviewed ERIC’s over 8,000 documents on American Indian education, as well as
10
master’s and doctoral dissertations and other sources of research on the education
of Native Americans. Selected research reports and articles were organized into
the following categories: early childhood environment and experiences; Native
language and cultural programs, teachers, instruction, and curriculum, community
and parental influences on academic performance; student characteristics;
economic and social factors; and factors leading to success in college or college
completion. The status of research and major research findings are reviewed for
each of these categories; brief summaries of research findings with citations are
included following the review of each category. Also included are an annotated
bibliography of more than 100 research reports, journal articles, and dissertations,
most published after 1985; and a bibliography of 23 additional references to other
literature reviews and non-Native studies. (SV)
As stressed by Gilani (2012) in the works of Garcia and Pearson, reading
strategies are deliberate actions that learners select to establish and improve their
reading comprehension. He stressed that these strategies are the mental
processes involved in the reading techniques chosen by the students while
reading. Usually, these techniques are selected consciously to facilitate reading
comprehension.
Locally, based on the results of National Assessment of Educational
Progress (NAEP) exams, progress in reading comprehension is lagging behind the
improvement in mathematics over the past two decades. Part of the difficulty is
that the strategies have been drawn by assuming that we actually know what good
11
readers do and that reading comprehension can be dissected into various parts,
each one necessitating a particular strategy. Reading comprehension is really
complex.
In addition, to Horowitz (2012), the reader must also be intentional and
thoughtful while reading, monitoring the words and their meaning as reading
progresses. And the reader must apply reading comprehension strategies as ways
to be sure that what is being read matches their expectations and builds on their
growing body of knowledge that is being stored for immediate or future reference.
The aforementioned prevailing situations have inspired the researchers
believing that there is a need to conduct the current study of Reading Strategies
among the 2nd year Bachelor in Elementary Education students in University of
Southeastern Philippines.
Krishnan (2005) conducted a study on non-intellectual factors and their
influence on academic achievement. The sample comprised of 180 students of
sixth to ninth class studying in central school Tirupati and was divided into three
groups depending on their parents’ education as high, middle and low. The results
indicated that parent’s educational status had significant influence on the academic
achievement of their children.
Aggarwal (2006) conducted a study on reading ability in relation to some
cognitive and non-cognitive factors. The sample constituted 200 male and female
students selected randomly from the high schools of Bihar in India. Data were
collected by administering reading ability test to the sample. The results of the
12
study indicated that female students had better read ability and higher academic
achievement than male students.
Poropat, Arthur (2009) reports a meta-analysis of personality-academic
performance relationships. based on the 5-factor model, in which cumulative
sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary
level of education, but there were similar aggregate samples from secondary and
tertiary education. There was a comparatively smaller sample derived from studies
at the primary level. Academic performance was found to correlate significantly
with Agreeableness, Conscientiousness, and Openness.
Robbins (2004) conducted a meta-analysis on the role that psychosocial
factors play as determinants of college performance and persistence. They found
that performance based and goal-based motivation constructs were predictive of
both academic performance and persistence. They also found that social
connectedness constructs were predictive of persistence after controlling for
academic preparation.
Mallillin (2021) Behavior and attitude of students in the new normal
perspectives have an impact in their learning process. It contributes to self-
determination in the new normal classes and framework theory of learning
engagement and supports the influence of the new normal classes and learning
perspective development.
Where tested, correlations between Conscientiousness and academic
performance were largely independent of intelligence. When secondary academic
performance was controlled for, Conscientiousness added as much to the
13
prediction of tertiary academic performance as did intelligence. Strong evidence
was found for moderators of correlations. Academic level (primary, secondary, or
tertiary), average age of participant, and the interaction between academic level
and age significantly moderated correlations with academic performance. Possible
explanations for these moderator effects are discussed, and recommendations for
future research are provided.
Hill and Tyson (2009) Early adolescence is often marked by changes in
school context, family relationships, and developmental processes. In the context
of these changes, academic performance often declines, while at the same time
the long-term implications of academic performance increase. In promoting
achievement across elementary and secondary school levels, the significant role
of families, family-school relations, and parental involvement in education has
been highlighted. Although there is a growing body of literature focusing on
parental involvement in education during middle school, this research has not been
systematically examined to determine which types of involvement have the
strongest relation with achievement. The authors conducted a meta-analysis on
the existing research on parental involvement in middle school to determine
whether and which types of parental involvement are related to achievement.
Across 50 studies, parental involvement was positively associated with
achievement, with the exception of parental help with homework. Involvement that
reflected academic socialization had the strongest positive association with
achievement. Based on the known characteristics of the developmental stage and
14
tasks of adolescence, strategies reflecting academic socialization are most
consistent with the developmental stage of early adolescence.
Local Literature
De Guzman, De Castro (2011) graduates need to develop personal skills,
qualities and experiences that enable to them to compete in the labor market. The
author advises the need for students to do everything they can for them to grow
as experts in their chosen field while they are still in school. All these trainings and
experiences will just benefit them where the time comes that will be establishing
their own careers. This is related the present study as it gave suggestions to further
improve the AB Journalism curriculum which must live up to demands and
expectations of the different industries. The Philippines may go beyond the
standing of employment in the country, rights and importance should be
understood. As specified in the book labor Economics by Cristobal M. Pagoso, in
view of low literacy rates in rising unemployment in developing countries, it has
become imperative that greater educational opportunities should be provided for
the great proportion of adult population as well as the large number of youths
outside the formal school system to help them acquire further knowledge and skill
thereby improving their livelihood and strengthening the country. From the book
Contemporary Social Problems and Issues, it states that the educational levels
and literacy rates of workers in the Philippines are among the highest in Asia, but
technical, manual and managerial are poorly developed and in short supply. There
is an over-abundance of college graduates that most especially in Manila area
15
were in the field of education, law and other professionals exceed in demand to
find employment appropriate to their educational training. This information may be
considered in the improvement of AB Journalism curriculum to add the technical;
manual and managerial skills which are said to be lacking among the Filipino
graduates.
Angelo Dulas (2010) Primarily, the study was conducted to determine the
relationship between self-efficacy and academic performances on Math and
English subject of science high school students. The objectives are (a) to find what
level of self-efficacy do High school students have and (b) to explore if there is
gender difference among high school students in terms of their self-efficacy and
academic performance.
Katigbak (2010) In a comparison of Filipino and American college students’
self-reported academic motives, approval and self-improvement ranked higher for
Filipino students and motives involving performance standards ranked higher for
American students. Gender differences - men reported more assertive and
competitive achievement modes, women stronger motives regarding performance
standards - replicated across the two cultures, suggesting generalizable
socialization differences for achievement. intrinsic task motives-enjoyment of
school tasks, persistence, and setting of high-performance standards-were closely
tied to affiliation and self8improvement motives for Filipino but not American
students; achieving and affiliating motives may be less distinct in the Philippine
setting than implied by Western theory.
16
Rivera (2007) stated that the interest and goals have been identified as two
important motivational constructs that influence student’s engagement and
achievement in learning. However, the bulk of research on motivation in physical
educational pedagogy emanates from achievement goal theories. Achievement
goals have been reported to have a weak influence in predicting both performance
and motivation outcomes. Interest, on the other hand, has been found to play a
key role in influencing student learning behavior and intention to participate in the
future.
Foreign Studies
Scott (2006), discovered that reading comprehension is influenced
imperatively by a student’s level of word knowledge. This includes vocabulary and
spelling proficiency and also the skill to decode words in print.
Furthermore, Paynter, Bodrova & Doty (2005), define reading
comprehension as intricate practice that involves many levels of processing. They
additionally noted that one of the most primary aspects of comprehension is the
resistance to deal with unfamiliar words converged in text. Readers who find it
difficult in terms of word-level tasks use up valuable cognitive space intended for
deeper levels of text analysis. It is not sufficient to depend merely on context
indication to predict the meaning of new words, since this strategy frequently
results in inaccuracy or shallow perceptions of key terms, especially in content-
area reading.
17
In addition, reading comprehension is a complex cognitive process that
relies upon a number of ingredients working together at once in a synchronous,
even automatic way.
The reader must be intentional and thoughtful while reading, monitoring the
words and their meaning as reading progress. Readers must adapt reading
comprehension strategies to ascertain that what is being read corresponds to their
knowledge accumulated and stored for a sudden or future reference. Horowitz
(2012).
Conley (2009) This article considers the importance of ownership of
learning as a key component of college readiness. The article is organized around
two conceptual models. The first is a four-part model of college readiness that
includes key cognitive strategies, key content knowledge, key learning skills and
techniques, and key transition knowledge and skills. The second is a five-part
model of ownership of learning that consists of the following elements: motivation
and engagement, goal orientation and self-direction, self-efficacy and self-
confidence, metacognition and self-monitoring, and persistence. Finally, the article
concludes with a discussion of the role and importance of ownership of learning
and makes the case that these elements can and should be taught to all students,
and particularly in settings where an achievement gap exists.
According to study of Chinn (2009), cited that Comprehending or
comprehension strategies are strategies that help students understand and
remember material such as texts and lectures. Most of the research on
comprehension strategies has focused on learning from reading texts. Five
18
strategies that have been found to be useful for enhancing comprehension are
monitoring, using text structure, summarizing, elaborating, and explaining.
Moreover, Phakiti as cited by Ghafournia & Afghari (2013) states that
comprehending strategies are used by language learners to comprehend texts and
extract meaning. Good examples of comprehending strategies are identifying main
ideas, making inferences about the implied meaning, translating, making
prediction, skimming, and scanning reading texts.
In addition, Phakiti (2006) found that retrieval strategies were found to
largely affect comprehending strategies. This means that comprehending
strategies depend largely on the effectiveness of retrieval strategies. Perhaps in
reading comprehension, the extent to which comprehending strategies are
successfully used depends on how well one can retrieve information.
The study of Phakiti and the present study have similarity since both dealt
with students’ strategies in learning in the different subject area.
Darst (2007) sought to examine the effects of task design on situational
interest and the extent to which the effects were mediated by gender, grade,
individual interest, and skill levels. (an important finding that emerged from this
investigation was the role of cognitive demand of learning task in generation
situational interest. It was concluded that providing learners with “a learning task
that demands relatively high cognitive engagement is likely to be perceived as
interesting and enjoyable regardless of the intensity of the physical involvement in
the task demands”. Teaching games for Understanding (TGfU) or the tactical
Approach provides students with a relatively high cognitive demand in solving
19
tactical problems to game play. Situational interest was also found to be a function
of learning task design and it varied across different learning task in physical
education.
The study of Darst and the present study have similarity since both dealt
with students’ interest in learning in the different subject area.
Local Studies
Torres (2005) examined the teaching effectiveness and job satisfaction of
public elementary school teachers in the Division of Northern Samar. Among her
findings are as follows: the status of the teacher’s level effectiveness subject-
matter, motivational teacher behavior and personal and social characteristics.
They were very effective in classroom management as assessed by the teachers
and administration did not differ with regards to the aspects of teaching.
Dela Cruz (2014) many highly educated Filipino today, married or
unmarried, have indicated their desire to be part of national effort to build the nation
and to contribute to the national welfare. Some have shown their need and
capability to make good or even excel in some field of national endeavor, as well
as fulfill their responsibilities.
It would be bare economic necessity. To do so would equate living to taking
out the bare necessities of life and overlook the need for the fullness of living
presented by satisfaction in the family life, pride in one’s work, joy in the culture
and the arts, and pleasure in the comforts that modern day living has to offer. There
are many so-called “hazards” for working student. Among them are neglect
20
studies, inability to fully cope with school duties and the physical strain being a
student about by the added responsibilities of gainful employment to that.
Perry (2010) Academic emotions have largely been neglected by
educational psychology, with the exception of test anxiety. In 5 qualitative studies,
it was found that students experience a rich diversity of emotions in academic
settings. Anxiety was reported most often, but overall, positive emotions were
described no less frequently than negative emotions.
Mercado (2008) conducted research on job-related stressors as correlates
to teaching performance. In their study, all faculty members of the College of
Science who have undergone evaluators of their teaching performance of their
respective students were the subjects of the study.
Based on the result of the study, the researchers concluded that the major
factors affecting the burnout inventory of teachers are: emotional exhaustion
(teachers are tired out at the end of the day); depersonalization (teachers do not
want to stay in the campus after the class) and; reduced Personal Factor (teachers
feel frustrated with their work). Meanwhile, the major factors that affect the job-
related stressors are; physical facilities (the rooms and laboratory cannot
accommodate the students); organizational structure (funds and other benefits for
teachers are not immediately released causing them.
Feden (2006) stated that the important thing is for student to learn skills
necessary for everyday living and which they understand and appreciate. It is not
enough that they memorize and repeat. In effective teaching strategy start with
specific fact or information or prior knowledge has been identified. Then, continue
21
with process until generalization is reached and work an application. On the line
teachers’ part, the decision on how to assist the performance of the pupils will be
the identification of the competency that has to be demonstrated by the students.
The description of the task to be performed by the students and authentication of
task reflects the partnership for improving classroom instruction.
According to Masikip (2012) that the second-year high school students
obtained a poor performance in the pretest and obtained good performance in the
posttest before and after exposure to remediation activities. It was also found out
that performance of the respondents in algebra differ significantly before and after
exposure to remediation activities. Performance of the respondents in algebra after
exposure to remediation activities did not differ significantly in terms of sex and
monthly family income.
Alcovendas and Espares (2013) discusses that AB English honor graduates
are gainfully employed having sufficient annual income, have a tendency of staying
long in the company. The statement of Alcovendas and Espares was relevant
because in the present study conducted by the researchers. The result shows that
academic performances in school really affect the employment status of the
graduates. The honors and awards that some graduates acquire where
instrumental to attaining a better job after graduation.
The study of Alcovendas, Espares and the present study have similarity since both
dealt with academic performance of the students.
Nelita M. Lalican (2008) discussed the relevance of its productivity with the
present condition. The findings of the study revealed that, employers prefer
22
specialists rather than generalists and the employers find the graduates effective,
efficient and cooperative. They also find the graduates knowledgeable,
dependable and resourceful however, many employers describe UPLB graduates
as academically inclined, having a know it-all attitude although with assertive
personality. This also has bearing to the current tracer study among AB Journalism
graduates since this present research also tried to find out whether these
graduates are effective, efficient and cooperative.
The study of Lalican and the present study have similarity since both dealt
with Employment.
Synthesis of the Reviewed Related Literature and Studies
This study focuses on the academic performance of working students at
Red Link Institute of Science and Technology. In Educational Institutions,
academic performance is the student's participation in the evaluation process
through performance assessments, which experts have proven to promote student
engagement and improve learning.
About the Age of the students, there is no age limit for learning; the problem
is that some people believe that their Age may prevent them from learning until
they are adults. Even though successful and well-informed individuals believe that
Age has nothing to do with personality development.
Learning is about acquiring students' readiness for the future and helping
them reach their full potential as lifelong learners. It indicates that they have a view
and the confidence to voice their thoughts and opinions to be heard and
23
considered in any circumstance. However, sometimes working lessens the time
spent learning and academic participation. It is more than just going to classes. It
is also essential for integrating into the culture and community of the institution and
developing relationships.
Motivation is the lead predictor of learning and success. Students who are
more driven to learn better in class and on a standardized test endure longer, and
put up the higher-quality effort. The ability to initiate and maintain behavior toward
a goal is known as motivation. In both casual and formal learning situations, it is
essential to learning and success over the lifespan.
Statement of the Problem
The study sought to determine the relationship of demographic profile to
academic performance in terms of learning, motivation and student behavior of
Senior High School and College working students of Red Link Institute of Science
And Technology.
1. What is the demographic profile in terms of the following:
1.1 Age
1.2 Gender
1.3 Year/ Grade Level
1.4 General Weighted Average (GWA)
1.5 Monthly Family Income
24
2. What is the level of Academic Performance of the Senior High School
and College Working Students in terms of:
A. Learning
2.1 Class Participation
2.2 Task Performance
2.3 Comprehension
B. Motivation
C. Student Behavior
3. Is there a significant relationship between the academic performance of
the respondents and the profile of the students?
Research Hypothesis
Based on the problems presented in this study, the researchers formulated these
hypothesis:
There is no significant relationship between the academic performance
when grouped according to age, gender, year/grade level, and monthly family
income.
There is significant relationship between the academic performance when
grouped according to general weighted average.
25
Scope and Limitation of the Study
For the clarity of focus, this research was to be guided by the specific scope
and limitations. The research focuses into status of the academic performance of
Senior High School and College working students. The researchers limit their study
by giving online questionnaire to the 13 Senior High School and 47 College
working students of Red Link Institute of Science And Technology.
Significance of the Study
The result of this study will provide a basis to the students for awareness
and better understanding of how their current work affects their academic
performance. This study may also help the other students to understand the
situation of Senior High School and College who work and study.
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 an idea on the problems working students
have encountered. This will motivate them to become more supportive and more
understanding towards their children.
26
Professors. To better understand the situation of working students enrolled in their
class, in providing them with alternative tasks and academic measures that will not
sacrifice effectiveness of teaching methods and the quality of learning, whenever
conflicts between work and studies arise.
School. School will benefit from the results of the study by knowing the status of
the academic performance of senior high school and college working students.
Researchers. This will deepen the researchers’ knowledge of the lives and
struggles of the working students in their quest for success.
Future Researchers. May be able to use the findings of the study for further
research and investigation particularly related to the academic performance of
working students since there are very limited local studies that can be found
exploring this particular subject or concern.
Definition Terms
The following terms are operationally defined to make them more
understandable to the readers of this study:
Academic Performance - is the basic criterion used to assess students’ success
in their studies, making it vital to understand the factors responsible for
determining, predicting, mediating and causing variance in academic achievement
27
Working Student - is a student who is permitted to work while studying for them
to pay their own expenses. They are those individuals who find ways to support
themselves, to help their parents to cope with the constant rise of tuition fees, and
a way to fulfill their needs while studying.
Studying - is the act of learning and spending time discovering information or an
academic work or investigation about a particular thing or subject area. (Wikipedia)
Class- A group of students attending a specific course or lesson
Problems Encountered - The hindrance and obstacles the working students met
that would affect their academic performance.
Demographic profile - refers to data about the features or characteristics that
define an individual or population. (Wikipedia)
Employment – is a relationship between two parties, usually based on
a contract where work is paid for, where one is the employer and the other is
the employee.
General Weighted Average (GWA) - is used to evaluate students' overall
scholastic standing.
28
Comprehension - The ability to understand completely and be familiar with a
situation(Wikipedia)
CHAPTER II
RESEARCH METHODOLOGY
This chapter provides information on the methods used in this study. The
researcher used the six basic components of research which are as follows:
research design, respondents of the study, sampling technique, research
instrument, research procedure and statistical treatment of data.
29
Research Design
The researcher utilized the descriptive method of research through
identifying and analyzing to know the status of the academic performance of
senior high school and college working students. This method involves the
collection of data answered the questions stated on the statement of the problem.
Questionnaire as the main tool in gathering data was also used.
Descriptive correlational design is used in research studies that aim to
provide static pictures of situations as well as establish the relationship between
different variables (McBurney & White, 2009). It was used to established the
predictive relationship. Descriptive correlational design uses two or more set of
data to examine the existence and strength relationship between them. This
method was used to guide the researcher in looking for answers to each specific
formulated using normative survey questionnaire to gather the needed data.
Respondents of the Study, Sample Size, and Sampling Technique
The people who make up the population for this research study was working
Senior High School and College Students for the Academic Year 2022 – 2023 of
Red Link Institute of Science and Technology.
Senior High School

Grade / Strand Number of Working
Student
Grade 11 Humanities and Social Sciences (HUMSS) 5
Grade 11 Information and Communication Technology 2
Grade 11 Industrial Arts 1
30
Grade 11 Science, Technology, Engineering, and 1
Mathematics
Grade 12 Humanities and Social Sciences 3
Grade 12 Industrial Arts 1
Subtotal 13
College
Year / Course Number of Working
Student
First Year - Bachelor in Technical -Vocational Teacher 13
Education
First Year - Bachelor of Science in Accountancy (BSA) 1
First Year - Bachelor of Science in Accounting Information 1
System (BSAIS)
Second Year - Bachelor in Technical -Vocational Teacher 2
Education (BTVTEd)
Second Year - Bachelor of Science in Accounting 2
Information System (BSAIS)
Third Year - Bachelor in Technical -Vocational Teacher 3
Education (BTVTEd)
Third Year - Bachelor of Science in Accountancy 9
Fourth Year - Bachelor in Technical -Vocational Teacher 6
Education (BTVTEd)
Fourth Year - Bachelor of Science in Accountancy 10
Subtotal 47
TOTAL 60
Figure 3. Distribution of the Respondents
As stated by in this study, selecting the respondents in each stratum, the
convenience method of non-random sampling should be utilized. The selection
of samples from the population must be based on easy availability and
accessibility of getting responses of the respondents the researcher used. The
sample size was determined using the Slovin’s Formula. It is a sampling
technique used in determining sample size and a certain margin of error from the
given population size.
Formula:
n=N
1 + Ne2
31
Where:
n= number of samples
N= total population
e= margin of error
Research Instrument
A survey questionnaire was electronically formulated by the researchers
was used as the primary research instrument for this research study. The
questionnaire was given and communicated to the respondents digitally through
the use of email messaging and Google forms. The survey questionnaire will serve
as the data gathering method it was used by the researchers to gather information
and data from the respondents.
Reliability
The researchers seek opinion and asked approval of the survey
questionnaire to those people who are masters in this field, adviser, panel, school
administrator, registrar, and statistician.
Validity
32
The researchers conducted a pre-test after seek opinion and approval from
other experts. Pre-test was conducted in Red Link Institute of Science And
Technology.
Research Procedure
To gather the necessary data for this research study, a letter of request was
submitted to the School Registrar and Vice President of Academic Affairs in Red
Link Institute of Science And Technology to acquire the respondents’ personal
information. The respondents initially contacted by the researchers to ask for
their permission in participating with the research study. Subsequent to asking
permission, the survey questionnaire was sent out to the respondents through
the use of email messaging and Google forms.
The data was gathered from this study then be computed, tabulated,
analyzed and interpreted by the researchers.
Statistical Treatment of Data
The data was gathered by the researchers from conducting the
data gathering procedures with the used of their research instruments was
statistically treated with the following methods.
1. Percentage
The frequency and percent distributions will use in presenting the profile of
the respondents. The researchers utilize the formula:
33
Formula:
P = F X 100
N
𝑛
Where:
x 100
P = Percentage of Respondents (%)
F = Frequency of Respondents
n = Total number of Respondents
100 = Constant number
2. Median was used to determine the assessment of respondents on the
procedures as to application, evaluation, selection and collection and to
determine the status of the academic performance of senior high school and
college working students. It was used considering that through median,
researchers determine what the average respondent’s answer, or in other words,
the likeliest response. The median, also, is less affected by outliers and skewed
data.
Where:
l= Lower limit of median class
N= Total frequency
f0= Frequency of class preceding the median class
34
f1= Frequency of median class
h= Width of median class
The Likert’s Five Point Grading Scale is utilized by the researcher in
tabulating the evaluation data we gathered through the questionnaire.
A Likert scale is a psychometric scale commonly involved in research that
employs questionnaires. It is the most widely used approach to scaling
responses in survey research, such that the term is often used interchangeably
with rating scale, although there are other types of rating scales.
Rate Verbal Range

5 Strongly Agree 4.6 – 5.0
4 Agree 3.6 – 4.5
3 Uncertain 2.6 – 3.5
2 Disagree 1.6 – 2.5
1 Strongly Disagree 1.0 – 1-5
3. Chi-Square Test for Association also called Pearson’s chi-square test this was
used to discover if there is a relationship between two categorical variables.
35
4. Spearman Rho Correlation a nonparametric measure of the strength and
direction of association that exists between two variables measured on at least
an ordinal scale. This was used in study to determine the significant difference
on the assessments of the theory in working while working on their academic
performances in Red Link Institute of Science And Technology.
Where:
p = Spearman's rank correlation coefficient
di = difference between the two ranks of each observation
n = number of observations
CHAPTER III
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents result of the survey, analysis and interpretations on
the gathered data about the profile of the respondents of Senior High and College
working Students in Red Link Institute of Science And Technology.
36
1.1 Age
Table 1 The Demographic Profile of the Respondents in terms of Age
Age Frequency Percentage Rank
1. 18 to 20 years old 22 36.7 2
2. 21 to 30 years old 32 53.3 1
3. 31 to 40 years old 6 10.0 3
Total 60 100.0
Table 1 represent the frequency and percentage distribution in the age of
respondents 53.3 % of the respondents age 21 to 30 years old, 36.7 % of the
respondents age is 18 to 20 years old and 10 % of the respondents age 31 to 40
years old.
The table implies that there’s no age limit for learning. According to
(Evopry.com) the thing is that most people believe that age may force or restrict
them to learn in adulthood. Although successful and well-minded people believe
that personality development is only about activism, not age.
Many believe that age can constrain learning ability, and some believe that
age is the main criterion for learning. It is a myth that age can limit our ability to
learn new things, diversify our skills, and expand our horizons. If you go with
specialization, you will continue your learning process till the last day of your life.
1.2 Gender
Table 2 The Demographic Profile of the Respondents in terms of
Gender
Gender Frequency Percentage Rank
1. Male 29 48.3 2
2. Female 31 51.7 1
Total 60 100.0
37
Table 2 represent the frequency and percentage distribution on the gender
of the respondents 51.7 % are female and 48.3 % are male.
This analysis implies that the majority of the respondents were female. This
is due to the fact that there are more female enrolled in this school year than male.
According to Carnevale et al., 2015, regardless of race, female students are more
likely to work while studying compared to their counterparts.
1.3 Year/ Grade Level

Table 3 The Demographic Profile of the Respondents in terms of Year/
Grade Level
Year/ Grade Level Frequency Percentage Rank
1. 1st Year College 15 25.0 2
2. 2nd Year College 4 6.7 5.5
3. 3rd Year College 12 20.0 3
4. 4th Year College 16 26.7 1
5. Grade 11 Senior High 9 15.0
4
School
6. Grade 12 Senior High 4 6.7
5.5
School
Total 60 100.0
Table 3 represent the frequency and percentage distribution in the
Year/Grade Level of college respondents 26.7 % of the respondents Year/Grade
Level is 4th Year College, 25.0% of the respondents Year/Grade Level is 1st Year
College, 20.0 % of the respondents Year/Grade Level is 3rd Year College, 15.0 %
of the respondents Year/Grade Level is Grade 11 Senior High School, 6.7 % of the
respondents Year/Grade Level is 2nd Year College and 6.7 % of the respondents
Year/Grade Level is Grade 12 Senior High School.
This analysis implies that the majority of respondents are College working
students followed by Senior High School. Based on the study of Rajeev Darolia
38
(2014), there are a growing number of students in college that are working and to
a greater extent.

Table 4 The Demographic Profile of the Respondents in terms of General
General Weighted Average Frequency Percentage Rank
(GWA)
1. 1.25 (95-97%) 4 6.7 6
2. 1.50 (92-94%) 7 11.7 3
3. 1.75 (89-91%) 15 25.0 2
4. 2.00 (86-88%) 17 28.3 1
5. 2.25 (83-85%) 1 1.7 9
6. 3.00 (75%) 3 5.0 7
7. Outstanding (90-100%) 1 1.7 9
8. Very Satisfactory (85- 5 8.3
5
89%)
9. Satisfactory (80-84%) 6 10.0 4
10. Fairly Satisfactory (75- 1 1.7
9
79%)
Total 60 100.0
Table 4 represent the frequency and percentage distribution in the General
Weighted Average (GWA) of respondents both SHS and College Working
Students, 28.3 % (College Students) of the respondents General Weighted
Average (GWA) is 2.00 (86-88%), followed by 25.0% of the respondents (College
Students) General Weighted Average (GWA) is 1.75 (89-91%), followed by 11.7
% of the respondents (College Students) General Weighted Average (GWA) is
1.50 (92-94%), followed by 10.0% of the respondents (SHS Students) General
Weighted Average (GWA) is Satisfactory (80-84%), followed by 8.3 % of the
respondents (SHS Students) General Weighted Average (GWA) is Very
Satisfactory (85-89%), followed by 6.7% of the respondents (College Students)
39
General Weighted Average (GWA) is 1.25 (95-97%), followed by 5.0 % of the
respondents (College Students) General Weighted Average (GWA) is 3.00 (75%),
followed by 1.7 % of the respondents (College Students) General Weighted
Average (GWA) is 2.25 (83-85%), followed by 1.7 % of the respondents (SHS
Students) General Weighted Average (GWA) is Outstanding (90-100%), and 1.7%
of the respondents (SHS Students) General Weighted Average (GWA) is Fairly
Satisfactory (75-79%).
This analysis implies that the majority of the College respondents got
General Weighted Average (GWA) of 2.00 (86-88%) and SHS respondents got
Satisfactory (80-84%). According to Curtis & Shani, 2002, students might desire to
achieve higher grades and attend lectures often, but it is not possible due to their
working schedule. For that reason, universities should be flexible in
accommodating such working students (Curtis, 2007) so they can acquire both
academic success and enhance employability (Watts & Pickering, 2000).

Table 5 The Demographic Profile of the Respondents in terms of Monthly
Family Income
Monthly Family Income Frequency Percentage Rank
1. Less than Php20,000 44 73.3 1
2. Php20,000 to 13 21.7
2
Php29,999
3. Php30,000 to 1 1.7
4
Php39,000
4. Php40,000 and above 2 3.3 3
Total 60 100.0
40
Table 5 shows that most of the respondent has a Monthly Family Income of
less than Php 20,000. There is a percentage of 73.3%, followed by Php 20,000 to
Php 29,999 with percentage of 21.7%, then followed by Php 40,000 and above
with 3.3% and Php 30,000 to Php 39,000 with 1.7%.
This analysis implies that the majority of the respondents has a Monthly
Family Income of less than Php 20,000. According to Mathuews, 2018, one of the
primary reasons’ students work while studying is to help pay for their college fees.
On the other hand, financial aids do not sufficiently cover all college expenses.
Institutional tuition discounts normally cover about 12-20 percent of college tuition
and fees. With the increasing tuition fees, some students even cannot afford to pay
with their saving money from their previous employment (Carnavale et al., 2015).
Even though the college expenses are high, some students are still pursuing their
degree to improve their standard of living through education (Pusser, 2010).
2. What is the level of Academic Performance of the Senior High School
and College Working Students in terms of:
A. Learning
Table 6. The Level of Academic Performance of the Senior High School and
College Working Students in terms of Learning under Class Participation
Verbal
Statement Median
Interpretation
Enhance my study habits 4 High Level
Share thoughts or ideas during the lesson. 4 High Level
Capture my eagerness and enthusiasm for the
4 High Level
lesson.
Take an active role in class. 4 High Level
Create my own study habits 4 High Level
41
Overall Level of Academic Performance of
the Senior High School and College Working
Students in terms of Learning Under Class 4 High Level
Participation
Legend: 4.20-5.00 – Very High Level, 3.40-4.19 – High Level, 2.60-3.39 –

Average Level, 1.80-2.59 – Low Level, 1.00-1.79 – Very Low Level
(Pimentel, 2019)
Table 6 represented in terms of Learning, under the Class Participation, a
median of 4% with a verbal interpretation as “High Level” for the enhance the study
habit, followed by median of 4% with a verbal interpretation as “High Level” for
share thoughts or ideas during lessons, followed by median of 4% with a verbal
interpretation as “High Level” for capture eagerness and enthusiasm for the lesson,
followed by median of 4% with a verbal interpretation as “High Level” for take an
active role in class, and finally with median of 4% with a verbal interpretation as
“High Level” that students create their own study habits.
The findings indicate that the class participation of the SHS and College
working students is influenced by their job. This implies that having a job is not a
hindrance for the students to participate inside the classroom and to perform well
in their class. This supports the statements of Eastwold (2004) indicates that some
researchers believe that truancy problems can be blamed on ineffective school
attendance policies. In some cases the costs in time and energy to enforce
compulsory education statutes seem to outweigh the benefits. As a result schools
will develop policies that devote the most energy to those students expected to
have the best chance of success.
42
Table 7 The Level of Academic Performance of the Senior High School and
College Working Students in terms of Learning under Task Performance
Verbal
Statement Median
Interpretation
1. Willing to participate actively in the
4 High Level
discussion.
2. Adapt to daily learning activities. 4 High Level
3. Boost my involvement in group activities. 4 High Level
4. Can provide variety of activities to
4 High Level
increase my participation in class.
5. Improve my willingness to take part in
4 High Level
group discussions.
4 High Level
Students in terms of Learning Under Task
Performance
(Pimentel, 2019)
Table 7 represented under Task Performance, a median of 4% with a verbal
interpretation as “High Level” for the student willing to participate actively in
discussion, followed by median of 4% with a verbal interpretation as “High Level”
for the students adapt to daily learning activities, followed by median of 4% with a
verbal interpretation as “High Level” for the student boost involvement in group
activities, followed by median of 4% with a verbal interpretation as “High Level” for
the student can provide variety of activities to increase my participation in class
and finally with median of 4% with a verbal interpretation as “High Level” for the
student to improve willingness to take part in group discussions.
The findings reveal that having a job has a positive effects on their task
performance. This implies that the students develop their skills in attaining to
actively participate in a certain task. This supports the study of Krishnan (2005)
43
conducted a study on non-intellectual factors and their influence on academic
achievement. The sample comprised of 180 students of sixth to ninth class
studying in central school Tirupati and was divided into three groups depending on
their parents‟ education as high, middle and low. The results indicated that
parents‟ educational status had significant influence on the academic achievement
of their children.
2.3 Comprehension
Table 8 The Level of Academic Performance of the Senior High School and
College Working Students in terms of Learning under Comprehension
Verbal
Statement Median
Interpretation
1. My teacher explains the concept of lesson
4 High Level
very clear.
2. I do understand the lesson by completely
4 High Level
analyzing the subject matter.
3. I am equip in English language to
4 High Level
understand the lesson.
4. My ability to understand the subject matter
4 High Level
is easy for me.
5. My comprehension still needs to improve. 4 High Level
4 High Level
Students in terms of Learning Under
Comprehension
(Pimentel, 2019)
Table 8 represented, under Comprehension, a median of 4% with a verbal
interpretation as “High Level” that the teacher explains the concept of lesson very
clear, followed by median of 4% with a verbal interpretation as “High Level” for the
student do understand the lesson by completely analyzing the subject matter,
44
followed by median of 4% with a verbal interpretation as “High Level” for student
equip in English language to understand the lesson, followed by median of 4% with
a verbal interpretation as “High Level” for the student ability to understand the
subject matter is easy and finally with median of 4% with a verbal interpretation as
“High Level” for the student comprehension still needs to improve.
The data connote that the students believe that their comprehension ability
were improved and enhanced by taking a job. This pertains that the students were
able to develop their ability in comprehension in the teaching- learning process.
This supports the study of Angelo Dulas (2010) that the strategies to
determine the relationship between self-efficacy and academic performances on
Math and English subject of science high school students. The objectives are (a)
to find what level of self-efficacy do High school students have and (b) to explore
if there is gender difference among high school students in terms of their self-
efficacy and academic performance.
Table 9 The Overall Level of Academic Performance of the Senior High

School and College Working Students in terms of Learning
Verbal
Variable Median
Interpretation
1.Class Participation 4 High Level
2.Task Performance 4 High Level
3.Comprehension 4 High Level
The Overall The Level of Academic
Performance of the Senior High School and
4 High Level
College Working Students in terms of
Learning
(Pimentel, 2019)
45
Table 9 represented the overall the level of academic performance of the
senior high school and college working students in terms of learning. A median of
4 % with a verbal interpretation of High Level.
It could be deduced from the results that the respondents believe that their
level of performance are affected by their job. Findings imply that having jobs is
not a barrier to perform well and improve their other skills that is related in school
matters. The findings are in relation to the study of Rivera (2007) that the interest
and goals have been identified as two important motivational constructs that
influence student’s engagement and achievement in learning. However, the bulk
of research on motivation in physical educational pedagogy emanates from
achievement goal theories. Achievement goals have been reported to have a weak
influence in predicting both performance and motivation outcomes. Interest, on the
other hand, has been found to play a key role in influencing student learning
behavior and intention to participate in the future.
B. Motivation
Table 10 The Level of Academic Performance of the Senior High School
and College Working Students in terms of Motivation
Verbal
Statement Median
Interpretation
1. My family encourage me to pursue study 5 Very High Level
2. For my family to have better life. 5 Very High Level
3. Working is an additional learning for my
5 Very High Level
future journey.
4. I trust God that he is with me while I am
5 Very High Level
doing both.
5. Good financial status is one of my goals. 5 Very High Level
46
the Senior High School and College Working 5 Very High Level
Students in terms of Motivation
(Pimentel, 2019)
In terms of Motivation, a median of 5% with a verbal interpretation as “Very
High Level” for the student family encourage to pursue study, followed by median
of 5% with a verbal interpretation as “Very High Level” for the student family to
have a better life, followed by median of 5% with a verbal interpretation as “Very
High Level” that working is an additional learning for my future journey, followed
by median of 5% with a verbal interpretation as “Very High Level” for trust God that
he is with the student while doing both, and finally with median of 5% with a verbal
interpretation as “Very High Level” for good financial status is one of the student
goals.
The data connote that the working students believe that the motivation is
important to them because it plays a crucial function in changing how learners
behave in regard to learning. Motivated students are better equipped to apply
newly learned material to novel circumstances. They frequently consider
underlying factors or conceptual frameworks, motivated students are better
equipped to apply newly learned material to novel circumstances.
This support the study of Robbins (2004) finds motivation seeks to
manipulate and reduce the gap exists between the performance of individual and
the goals and the objective of an organization.
C. Student Behavior
47
Table 11 The Level of Academic Performance of the Senior High School
and College Working Students in terms of Student Behavior
Verbal
Statement Median
Interpretation
1. I see to it that I can attend my class
4 High Level
regularly.
2. I manage my time well to avoid conflict. 4 High Level
3. Because of my work experience, I can
4 High Level
share my knowledge in classroom.
4. I use social media for important matters
4 High Level
only.
5. I prioritize my assignment when I got home
4 High Level
to avoid backlogs.
the Senior High School and College Working 4 High Level
Students in terms of Student Behavior
(Pimentel, 2019)
In terms of Student Behavior, a median of 4% with a verbal interpretation
as “High Level” for that the student see to it can attend class regularly, followed by
median of 4% with a verbal interpretation as “High Level” for student manage time
well to avoid conflict, followed by median of 4% with a verbal interpretation as “High
Level” that because of student work experience, he/she can share knowledge in
classroom, followed by median of 4% with a verbal interpretation as “High Level”
that the student use social media for important matters only, and finally with
median of 4% with a verbal interpretation as “High Level” that student prioritize
assignment when he/she got home to avoid backlogs.
The findings revealed that the working students is responsible to their
educational related chores in order to have excellent academic performance.
This supports the study of Poropat, Arthur (2009) that secondary academic
performance was controlled for Conscientiousness added as much to the
48
prediction of tertiary academic performance as did intelligence. Academic level
(primary, secondary, or tertiary), average age of participant, and the interaction
between academic level and age significantly moderated correlations with
academic performance.
Level of Academic Performance of the Senior High School and College

Working Students
Table 12 The Overall Level of Academic Performance of the Senior High
School and College Working Students
Verbal
Variable Median
Interpretation
1.Learning 4 High Level
2.Motivation 5 Very High Level
3.Student Behavior 4 High Level
The Overall Level of Academic Performance
of the Senior High School and College 4 High Level
Working Students
(Pimentel, 2019)
Table 12 represented the median and verbal interpretation for the overall
level of academic performance of the Senior High School and College Working
Students. A median of 4 % with a verbal interpretation of High Level.
The results shows that the respondents believe that their level of
performance are affected by their part time job. Findings imply that having part
time jobs is not a barrier to perform well and improve their other skills that is related
in school matters
3. Is there a significant relationship between the academic performance
of the respondents and the profile of the students?
49
Table 13. Test of Relationship between the Academic Performance of the
Respondents When Grouped According to their Age
Variable Rho Degree of P- Decision Conclusion
Correlation Value
• Learning 0.012 No 0.928 Failed to Not
Correlation Reject Ho Significant
• Motivation 0.277 Weak 0.032 Reject Ho Significant
• Student Behavior 0.263 Weak 0.043 Reject Ho Significant
• Overall Academic 0.131 No 0.320 Failed to Not
Performance of the Correlation Reject Ho Significant
Senior High School
and College Working
Students
Legend: Significant if p<0.05; 0.60-0.79 Strong correlation, 0.40-0.59 Moderate
correlation, 0.20-0.39 Weak Correlation, 0.00-0.19 Very Weak / No correlation
(Evans, 1996)
Table 13 displays the test of relationship between the academic
performance of the respondents when grouped according to their age, Spearman
Rho Correlation was used. In terms of Learning, the rho value is 0.012 while the
probability value is 0.928 which means it has no correlation and not statistically
significant so the null hypothesis is accepted. In terms of Motivation, the rho value
is 0.277 while the probability value is 0.032 which means it has weak correlation
and statistically significant so the null hypothesis is rejected. In terms of Student
Behavior, the rho value is 0.263 while the probability value is 0.043 which means
it has weak correlation and statistically significant so the null hypothesis is rejected,
and for the Overall Academic Performance of the Senior High School and College
Working Students, the rho value is 0.131 while the probability value is 0.320 which
means it has no correlation and not statistically significant so the null hypothesis
is accepted.
50
The findings revealed that the working students age is not a barrier to
academic success, and lifetime involvement in cognitively stimulating activities as
well as specific cognitive abilities.
Contradict in our results, the study Grissom (2004) also found a positive
relationship between age and academic success for some of the older children in
his study. It also found that students who were older yet still age appropriate to
their peers did better academically than their younger classmates, but students
who were overage from previous retentions and other factors actually performed
worse academically than their peers.
Table 13.1 Test of Relationship between the Academic Performance of the

Respondents When Grouped According to their Gender
P-
Variable X2 Decision Conclusion
value
• Learning Failed to
1.274 0.529 Reject Not Significant
Ho
• Motivation Failed to
Ho
• Student Behavior Failed to
Ho
• Overall Academic Failed to
Performance of the Senior
High School and College
Working Students Ho
Table 13.1 displays test of relationship between the academic performance
of the respondents and their gender.
The results of Chi-square Test for Association revealed that learning,
motivation, student behavior, and overall academic performance of the senior high
school and college working students have no statistically significant relationship
with the gender of the respondents since the probability value for each bivariate is
51
greater than the significance level (p>0.05). In other words, learning, motivation,
student behavior, and overall academic performance of the senior high school and
college working students are not associated to academic performance.
The findings revealed that the working students’ gender doesn’t affect to
their academic performance.
This support our study of Pillow, (2008) has examined the gender
differences among student on their academic performance has reveal that in
individuals background characteristic affect his/her cognitive and non-cognitive is
one of the most significant and influential characteristics in academic performance.

Respondents When Grouped According to their Year/Grade Level

Correlation Value
• Learning - Weak 0.021 Reject Ho Significant
0.297
• Motivation - Weak 0.038 Reject Ho Significant
0.269
• Student Behavior - No 0.180 Failed to Not
0.176 Correlation Reject Ho Significant
• Overall Academic - No 0.343 Failed to Not
Performance of the 0.125 Correlation Reject Ho Significant
Senior High School
and College Working
Students
52
(Evans, 1996)
Table 13.2 displays the test of relationship between the academic
performance of the respondents when grouped according to their year/grade level,
Spearman Rho Correlation was used. In terms of Learning, the rho value is -0.297
while the probability value is 0.021 which means it has weak correlation and
statistically significant so the null hypothesis is rejected. In terms of Motivation, the
rho value is -0.269 while the probability value is 0.038 which means it has weak
correlation and statistically significant so the null hypothesis is rejected. In terms
of Student Behavior, the rho value is -0.176 while the probability value is 0.180
which means it has no correlation and not statistically significant so the null
hypothesis is accepted, and for the Overall Academic Performance of the Senior
High School and College Working Students, the rho value is -0.125 while the
probability value is 0.343 which means it has no correlation and not statistically
significant so the null hypothesis is accepted.
The findings revealed that the working students’ year/grade level doesn’t
affect to their academic performance.
This support the study of Mrs. D’s Corner (2023) that the Grade Level
expectations may be addressed next as a baseline for what students in the current
grade are expected to complete independently with a high degree of accuracy.
This is important because the ultimate goal is to help the child reach that Grade
Level proficiency and “catch up” to his peers.
53
Respondents When Grouped According to their General Weighted Average
(GWA)
Correlation Value
• Learning - No 0.217 Failed to Not
0.162 Correlation Reject Ho Significant
• Motivation - Weak 0.035 Reject Ho Significant
0.273
• Student Behavior - Moderate 0.000 Reject Ho Significant
0.443
• Overall Academic - Weak 0.030 Reject Ho Significant
Performance of the 0.280
Senior High School
and College Working
Students
(Evans, 1996)
performance of the respondents when grouped according to their general weighted
average, Spearman Rho Correlation was used. In terms of Learning, the rho value
is -0.162 while the probability value is 0.217 which means it has no correlation and
statistically not significant so the null hypothesis is accepted. In terms of
Motivation, the rho value is -0.273 while the probability value is 0.035 which means
it has weak correlation and statistically significant so the null hypothesis is rejected.
In terms of Student Behavior, the rho value is -0.443 while the probability value is
0.000 which means it has moderate correlation and statistically significant so the
null hypothesis is rejected, and for the Overall Academic Performance of the
Senior High School and College Working Students, the rho value is -0.280 while
the probability value is 0.030 which means it has weak correlation and statistically
significant so the null hypothesis is rejected.
54
The findings revealed that the working students’ General Weighted Average
is the best predictor of academic performance that classified as high-, average,
and low-achieving.
This support the study of Magpili & Mercado (2015) that Academic
performance remains to be measured through the ordinal scale of general
weighted average (GWA) and continues to be the best predictive variable
pertaining to academic success. A student is often labeled as high achieving,
average, and low achieving based on his or her GWA.

Respondents When Grouped According to their Monthly Family Income

Correlation Value
• Learning 0.066 No 0.617 Failed to Not
• Motivation 0.212 No 0.105 Failed to Not
• Student Behavior 0.075 No 0.570 Failed to Not
• Overall Academic 0.142 No 0.280 Failed to Not
Performance of the Correlation Reject Ho Significant
Senior High School
and College Working
Students
(Evans, 1996)
55
performance of the respondents when grouped according to their monthly family
income, Spearman Rho Correlation was used. In terms of Learning, the rho value
is 0.066 while the probability value is 0.617 which means it has no correlation and
not statistically significant so the null hypothesis is accepted. In terms of
Motivation, the rho value is 0.212 while the probability value is 0.105 which means
it has no correlation and not statistically significant so the null hypothesis is
accepted. In terms of Student Behavior, the rho value is 0.075 while the probability
value is 0.570 which means it has no correlation and not statistically significant so
the null hypothesis is accepted, and for the Overall Academic Performance of the
Senior High School and College Working Students, the rho value is 0.142 while
the probability value is 0.280 which means it has no correlation and not statistically
significant so the null hypothesis is accepted.
The result shows that family income doesn’t affect the academic
performance of the working students.
Contradict in our results, the study of Pelaez, J. P. (2001) shows that Family
income and academic performance were significantly related to each other. Those
students belonging to high-income families have better grades than those students
who came from low-income families.
56
CHAPTER IV
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATIONS
This chapter summarized the results, conclusions and recommendations of
this study based on the assessment of working SHS and College respondents in
Red Link Institute of Science And Technology. A set of questionnaires was
administered to the respondents to assess the status of the academic performance
of senior high school and college working students it validated the significant
relationships on the assessment of the respondents relative to learning, motivation
and student behavior.
57
The conclusion is intended to help the reader understand about the
research. It is merely a synthesis of key points. It is the last, yet not the easiest
part. It summarizes the whole study and explains its purposes.
Summary of Findings
The presentation of the following finding in this study was based on the cited
problems under the Statement of the Problem.
1. On Demographic Profile of the Respondents
1.1 Age
Out of the 60 total number of respondents from Senior High School
and College students, (32) or 53.3 % of them are 21 years old to 30 years
old, (22) or 36.7% of them are 18-20 years old and the remaining (6) or 10
% are 31-40 years old.
1.2 Gender
and College students, (31) or 51.7% of them are female and the remaining
(29) or 48.3% are male.
1.2 Year/Grade Level
Out of the 60 total number of respondents from Senior High School and
College students, (16) or 26.7 % of them are fourth year college student,
(15) or 25.0% % are first year college student, (12) or 20.0% are third
year college student, (9) or 15.0% are Grade 11 Senior High School
58
student, (4) or 6.7% are second year college student, and the remaining
(4) or 6.7 % are Grade 12 Senior High School student.
Out of the 60 total number of respondents from SHS and College
students (17 College Students) or 28.3% of them have GWA of 2.00 (86-
88%), (15 College Students) or 25.0% are GWA 1.75 (89-91%), (7
College Students) or 11.7% are GWA 1.50 (92-94%), followed by (6
Senior High School Students) or 10.0% of them have GWA of
Satisfactory (80-84%), (5 Senior High School Students) or 8.3% are Very
Satisfactory (85-89%), followed by (4 College Students) or 6.7% of them
have GWA of 1.25 (95-97%), followed by (3 College Students) or 5.0%
GWA of 3.00 (75%), followed by (1 College Student) or 1.7% GWA of
2.25 (83-85%), while (1 Senior High School Student) or 1.7% of them
have GWA of Outstanding (90-94%), and the remaining (1 Senior High
School Student) or 1.7% have GWA of Fairly Satisfactory (75-79%).
and College students, (44) or 73.3% of them have a family income of less
than 20,000, followed by (13) or 13% of them have a family income of
Php 20,000 to Php 29,999, followed by (2) or 3.3% of them have a family
income of Php 40,000 and above and the remaining (1) or 1.7% of them
have a family income of Php 30,000 to Php 39,000.
59
2. On the level of Academic Performance of the Senior High School
and College Working Students in terms of Learning, Motivation and
Student Behavior:
2.1 Learning
In terms of Learning, a median of 4% with a verbal interpretation as
“High Level” for the Overall Level of Academic Performance of the Senior
High School and College Working Students under Class Participation.
High School and College Working Students under Task Performance.
High School and College Working Students under Comprehension.
2.2 Motivation
In terms of Motivation, a median of 5% with a verbal interpretation as
“Very High Level” for the Overall Level of Academic Performance of the
Senior High School and College Working Students.
2.3 Student Behavior
In terms of Student Behavior, a median of 4% with a verbal
interpretation as “High Level” for the Overall Level of Academic
Performance of the Senior High School and College Working Students.
60
3. On the Significant relationship between the academic performance
of the respondents when grouped according to their profile.
• The correlation between the academic performance variables of
the respondents in terms of age has no correlation or not
significant. The null hypothesis therefore is accepted.
the respondents in terms of gender has no correlation or not
significant. The null hypothesis therefore is accepted.
the respondents in terms of year/grade level has no correlation or
not significant. The null hypothesis therefore is accepted.
the respondents in terms of general weighted average has weak
correlation or significant. The null hypothesis therefore is rejected.
the respondents in terms of monthly family income has no
correlation or not significant. The null hypothesis therefore is
accepted.
Conclusions
• That most of the Senior High School and College working students
are ages 21 to 30 years old.
61
• The majority of the respondents were female. This is due to the fact
that there are more female (51.7%) about enrolled in this school year
than male (48.3%).
• Most of the respondents in terms of year/ grade level from College
students are 78.4% or (47) and 21.7% or (13) are Senior High School
students.
• That most of the College students have General Weighted Average
of 2.00 (86-88%). On the other hand, Senior High School students
have General Weighted Average of Satisfactory (80-84%).
• That most of the SHS and College Students provide evidence that
most of them have less than Php 20,000 monthly income.
• That the level of academic performance of SHS and College
students’ in Red Link Institute of Science And Technology in terms
of Learning, Motivation and Student Behavior plays an important
factor in encouraging students' participation, motivate them to gain
professional knowledge, help with understanding and managing
emotions, establishing and maintaining positive relationships, and
making responsible decisions that affects their academic
performance.
• That there is no significant relationship between the academic
performance when grouped according to age, gender, year/grade
level, and monthly family income.
62
• That there is significant relationship between the academic
performance when grouped according to general weighted average.
Recommendations
From the summary of findings and conclusions, the researcher is
recommends the following:
1. For the students, it is recommended to maintain and improve their
academic performance while working to avoid failing grades, to submit
all requirements on time.
2. For the lecturers, working while studying is a frequent reality today.
Because of this, lecturers should be aware of how their students are
actually doing in real world. Also, encourage the students to show their
skills and knowledge and allow them the share their experiences in their
job.
3. For the family of the working student, to motivate and always support
the needs and wants of the student.
4. Future researchers are suggested to conduct studies and may find this
study applicable tool to their future study related to this research and
also they may improve and fulfill the inadequacy of this study.
63
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APPENDICES
74
APPENDIX A
LETTER OF REQUEST
(COLLEGE LIST OF WORKING STUDENT ENROLLEES)
75
October 11, 2022
MRS. GENNELYN GRACE P. MACAPAGAL

School Registrar
Dear Ma’am:
Good Day!
We, Jayson C. Calatin, Abegiel N. Capuso, Jewel Rose T. Soliman, Jillianne

Rose T. Soliman, and Salve C. Sucab taking Bachelor of Science in Accountancy
are currently writing our research study entitled “STATUS OF THE ACADEMIC
PERFORMANCE OF SENIOR HIGH SCHOOL AND COLLEGE WORKING
STUDENTS.” as requirement of the degree.
In this regard, we would like to request a list of working college students

who are currently enrolled in this Academic Year 2022 - 2023.
Your affirmative response concerning this matter is whole-heartedly

appreciated. Thank you and God Bless.
Respectfully yours,
CALATIN, JAYSON C.
CAPUSO, ABEGIEL N.
SOLIMAN, JEWEL ROSE T.
SOLIMAN, JILLIANNE ROSE T.
SUCAB, SALVE C
76
APPENDIX B
SURVEY QUESTIONNAIRE
77
STATUS OF THE ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL
AND COLLEGE WORKING STUDENTS
The researchers inviting you to participate in this research by completing the

following survey. The purpose of this survey is to determine the STATUS OF THE
ACADEMIC PERFORMANCE OF SENIOR HIGH SCHOOL AND COLLEGE
WORKING STUDENTS. The following questionnaire will require approximately 5-
10 minutes to complete.
Rest assured that any information that will be given would be treated with
confidentiality and will be utilized only to the purpose.
Thank you for taking your time in assisting this research. God bless you.
Sincerely,
Calatin, Jayson C.
Capuso, Abegiel N.
Soliman, Jewel Rose T.
Soliman, Jillianne Rose T.
Sucab, Salve C.
PART 1- A. Profile of Respondents

Name of Respondent: (Optional)________________________________
Year / Grade Level: ______________________________
Course / Strand: ______________________________
PART 1- B. Please put an ✓ mark that corresponds to your answer

1. What is the profile of the Respondents
1.1 Age
❒ 18 to 20 years old
78
1.2 Gender
( ) Male ( ) Female
1.3 Year/Grade Level

❒ 1st Year College
❒ 2nd Year College
❒ 3rd Year College
❒ 4th Year College
❒ Grade 11 Senior High School
❒ Grade 12 Senior High School
1.4 General Weighted Average (GWA) – For College Student Only:

❒ 1.00 (98-100%)
❒ 1.25 (95-97%)
❒ 1.50 (92-94%)
❒ 1.75 (89-91%)
❒ 2.00 (86-88%)
❒ 2.25 (83-85%)
❒ 2.50 (80-82%)
❒ 2.75 (76-79%)
❒ 3.00 (75%)
General Weighted Average (GWA) – For Senior High School Student

Only:
❒ Outstanding (90-100%)
❒ Very Satisfactory (85-89%)
❒ Satisfactory (80-84%)
❒ Fairly Satisfactory (75-79%)
79
❒ Less than 20,000
❒ 20,000 to 29,999
❒ 30,000 to 39,999
❒ 40,000 and above
Part II. Assessment based on the Identified Variables

Direction: Please put ✓mark that corresponds to your answer.
Use the following rating scales:
Scale Symbol Points

Strongly Agree SA 5
Agree A 4
Uncertain U 3
Disagree D 2
Strongly Disagree SD 1
A. Learning
SA A U D S
(5) (4) (3) (2) D
(1)
Enhance my study habits
Share thoughts or ideas during the lesson.
Capture my eagerness and enthusiasm for the
lesson.
Take an active role in class.
Create my own study habits
80
SA A U D S
(5) (4) (3) (2) D
(1)
Willing to participate actively in the discussion.
Adapt to daily learning activities.
Boost my involvement in group activities.
Can provide variety of activities to increase my
participation in class.
Improve my willingness to take part in group
discussions.
2.3 Comprehension
SA A U D S
(5) (4) (3) (2) D
(1)
My teacher explains the concept of lesson very
clear.
I do understand the lesson by completely
analyzing the subject matter.
I am equip in English language to understand the
lesson.
My ability to understand the subject matter is easy
for me.
My comprehension still needs to improve.
B. Motivation
SA A U D S
(5) (4) (3) (2) D
(1)
My family encourage me to pursue study
For my family to have better life.
Working is an additional learning for my future
journey.
81
I trust God that he is with me while I am doing
both.
Good financial status is one of my goals.
C. Student Behavior
SA A U D S
(5) (4) (3) (2) D
(1)
I see to it that I can attend my class regularly.
I manage my time well to avoid conflict.
Because of my work experience, I can share my
knowledge in classroom.
I use social media for important matters only.
I prioritize my assignment when I got home to
avoid backlogs.
82
APPENDIX C
LETTER OF REQUEST
(CONDUCT OF ONLINE SURVEY)
83
November 24, 2022
Dear Ma’am:
Good Day!

Rose T. Soliman, and Salve C. Sucab taking Bachelor of Science in Accountancy
are currently writing our research study entitled “STATUS OF THE ACADEMIC
STUDENTS” as requirement of the degree.
In this regard, we would like to ask permission from your good office to allow
our group to conduct an online survey with the currently enrolled Senior High
School and College working students.
Rest assured that the data to be collected would be treated with

confidentiality and will be utilized only to the purpose of this study.

appreciated. Thank you and May God bless you.
Respectfully yours,
CALATIN, JAYSON C.
CAPUSO, ABEGIEL N.
SUCAB, SALVE C.
Noted by:
EVANGELINE G. SAPNU, MBA, D Hum
84
APPENDIX D
LETTER TO THE RESPONDENTS
85
November 24, 2022
Dear Respondents,
The undersigned are conducting a thesis study entitled “STATUS OF THE

WORKING STUDENTS” as partial fulfillment for the degree of Bachelor of Science
in Accountancy.
In this regard, may we solicit your utmost cooperation by answering the

attached questionnaires to generate the data to achieve the objectives of the study.
Rest assured that any information that will be given would be treated with
confidentiality and will be utilized only to the purpose.
Thank you very much.
Respectfully yours,
CALATIN, JAYSON C.
CAPUSO, ABEGIEL N.
SUCAB, SALVE C.
Noted by:
EVANGELINE G. SAPNU, MBA, D Hum

Research Professor
86
APPENDIX E
LETTER FOR STATISTICIAN REQUEST
87
December 6, 2022
MR. NOEL P. MUNDA

College Instructor
Dear Sir:
Good day!

Rose T. Soliman and Salve C. Sucab taking Bachelor of Science in Accountancy
are currently writing our research study “STATUS OF THE ACADEMIC
STUDENTS” as requirement of the degree
In this regard, we are writing to humbly request your service and expertise
to serve as a statistician for our research study. We believe that your knowledge
and insights will be valuable and will greatly enrich our works.

appreciated. Thank you and May God bless you a thousand folds.
Respectfully yours,
CALATIN, JAYSON C.
CAPUSO, ABEGIEL N.
SUCAB, SALVE
88
APPENDIX F
STATISTICIAN’S CERTIFICATION
89
STATISTICIAN’S CERTIFICATION
This is to certify that the undergraduate thesis entitled "STATUS OF THE
WORKING STUDENTS" prepared and submitted by JAYSON C. CALATIN,
ABEGIEL N. CAPUSO, JEWEL ROSE T. SOLIMAN, JILLIANNE ROSE T.
SOLIMAN, and SALVE C. SUCAB, in partial fulfilment of requirements for the
degree of Bachelor of Science in Accountancy, has been statistically
reviewed by the undersigned.
NOEL P. MUNDA
Research Statistician
Master Teacher I and Research Coordinator, DepEd Gulod
NHS-ME,Cabuyao City Division
Division Statistician (SDRC), DepEd City Schools Division of Cabuyao, Laguna
noel.munda@deped.gov.ph
90
APPENDIX G
LANGUAGE EDITOR’S CERTIFICATION
91
LANGUAGE EDITOR’S CERTIFICATION
This is to certify that this thesis entitled “STATUS OF THE ACADEMIC

STUDENTS” by Jayson C. Calatin, Abegiel N. Capuso, Jewel Rose T. Soliman,
Jillianne Rose T. Soliman and Salve C. Sucab, Bachelor of Science in
Accountancy students has been subjected to Language Editing at Red Link
Institute of Science and Technology by the undersigned.
xxxxxxxxxxxxxxxxxxxx
Language Editor
92
APPENDIX H
SPSS OUTPUTS
93
APPENDIX
SPSS OUTPUTS
SOP 1
Frequency Table
Age
Frequenc Valid Cumulative
y Percent Percent Percent
Valid 1.00 22 36.7 36.7 36.7
2.00 32 53.3 53.3 90.0
3.00 6 10.0 10.0 100.0
Total 60 100.0 100.0
Gender
Valid 1.00 29 48.3 48.3 48.3
2.00 31 51.7 51.7 100.0
Total 60 100.0 100.0
Year / Grade Level

Valid 1.00 15 25.0 25.0 25.0
2.00 4 6.7 6.7 31.7
3.00 12 20.0 20.0 51.7
4.00 16 26.7 26.7 78.3
5.00 9 15.0 15.0 93.3
6.00 4 6.7 6.7 100.0
Total 60 100.0 100.0
94
GWA
Percen Valid Cumulative
Frequency t Percent Percent
Valid 2.00 4 6.7 6.7 6.7
3.00 7 11.7 11.7 18.3
4.00 15 25.0 25.0 43.3
5.00 17 28.3 28.3 71.7
6.00 1 1.7 1.7 73.3
9.00 3 5.0 5.0 78.3
10.00 1 1.7 1.7 80.0
11.00 5 8.3 8.3 88.3
12.00 6 10.0 10.0 98.3
13.00 1 1.7 1.7 100.0
Total 60 100.0 100.0
Monthly Income
Valid 1.00 44 73.3 73.3 73.3
2.00 13 21.7 21.7 95.0
3.00 1 1.7 1.7 96.7
4.00 2 3.3 3.3 100.0
Total 60 100.0 100.0
95
SOP 2
QUESTION MEDIAN
Q1 4
Q2 4
Q3 4
Q4 4
Q5 4
Class Participation 4
Q1 4
Q2 4
Q3 4
Q4 4
Q5 4
Task Performance 4
Q1 4
Q2 4
Q3 4
Q4 4
Q5 4
Comprehension 4
Overall Learning 4
Q1 5
Q2 5
Q3 5
Q4 5
Q5 5
Motivation 5
Q1 4
Q2 4
Q3 4
Q4 4
Q5 4
Student Behavior 4
OVERALL ACADEMIC PERFORMANCE 4
96
SOP 3
Nonparametric Correlations
Correlations
Age Learn Motivati Studen Overall
ing on t Academic
Behavi Performan
or ce
Spear Age Correlation
1.000 .012 .277* .263* .131
man’s Coefficient
Rho Sig. (2-
. .928 .032 .043 .320
tailed)
N 60 60 60 60 60
Learnin Correlation
.277* .390** 1.000 .244 .441**
g Coefficient
Sig. (2-
.032 .002 . .060 .000
tailed)
N 60 60 60 60 60
OVERA Correlation .131 .697** .441** .745** 1.000
LL Coefficient
ACADE
MIC
PERFO
RMANC
E
Sig. (2- .320 .000 .000 .000 .
tailed)
N 60 60 60 60 60
*. Correlation is significant at the 0.05 level (2-tailed).
**. Correlation is significant at the 0.01 level (2-tailed).
97
Relationship between Dependent variable and Gender
Crosstabs
Learning * Gender
Crosstab
Count
Gender
1.00 2.00 Total
Learning 3. 4 2 6
00
4. 19 24 43
00
5. 6 5 11
00
Total 29 31 60
Chi-Square Tests
Asymptotic
Significance
Value df (2-sided)
Pearson Chi-Square 1.274a 2 .529
Likelihood Ratio 1.287 2 .526
Linear-by-Linear .041 1 .839
Association
N of Valid Cases 60
a. 2 cells (33.3%) have expected count less than 5.
The minimum expected count is 2.90.
Motivation * Gender
Crosstab
Count
Gender
1.00 2.00 Total
Motivatio 3.00 1 0 1
n 4.00 7 4 11
5.00 21 27 48
Total 29 31 60
98
Chi-Square Tests
Asymptotic
Value df Significance (2-sided)
Linear-by-Linear 2.385 1 .122
Association
N of Valid Cases 60
a. 2 cells (33.3%) have expected count less than 5. The minimum
expected count is .48.
Behavior * Gender
Crosstab
Count
Gender
1.00 2.00 Total
Behavio 3.00 5 4 9
r 4.00 19 16 35
5.00 5 11 16
Total 29 31 60
Chi-Square Tests
Asymptotic Significance
Value df (2-sided)
Linear-by-Linear 1.864 1 .172
Association
N of Valid Cases 60
a. 2 cells (33.3%) have expected count less than 5. The minimum
expected count is 4.35.
99
Overall * Gender
Crosstab
Count
Gender
1.00 2.00 Total
Overal 3.00 2 1 3
l 4.00 19 19 38
5.00 8 11 19
Total 29 31 60
Chi-Square Tests
Asymptotic
Value df Significance (2-sided)
Pearson Chi-Square .741a 2 .690
Likelihood Ratio .749 2 .688
Linear-by-Linear .667 1 .414
Association
N of Valid Cases 60
a. 2 cells (33.3%) have expected count less than 5. The
minimum expected count is 1.45.
100
Correlations
Year Learn Motivati Studen Overall
Grad ing on t Academic
e Behavi Performan
Level or ce
Spear Year Correlation 1.000 -.297* -.269* -.176 -.125
man’s Grade Coefficient
Rho Level Sig. (2- . .021 .038 .180 .343
tailed)
N 60 60 60 60 60
Learnin Correlation -.297* 1.000 .390** .387** .697**
g Coefficient
Sig. (2- .021 . .002 .002 .000
tailed)
N 60 60 60 60 60
Motivati Correlation -.269* .390** 1.000 .244 .441**
on Coefficient
Sig. (2- .038 .002 . .060 .000
tailed)
N 60 60 60 60 60
Stud Correlation -.176 .387** .244 1.000 .745**
Behavio Coefficient
r
Sig. (2- .180 .002 .060 . .000
tailed)
N 60 60 60 60 60
OVERA Correlation -.125 .697** .441** .745** 1.000
LL Coefficient
ACADE
MIC
PERFO
RMANC
E
Sig. (2- .343 .000 .000 .000 .
tailed)
N 60 60 60 60 60
101
Correlations
Learn Motivati Studen Overall
GWA ing on t Academic
Behavi Performan
or ce
Spear GWA Correlation 1.000 -.162 -.273* -.443** -.280*
man’s Coefficient
Rho Sig. (2- . .217 .035 .000 .030
tailed)
N 60 60 60 60 60
Learnin Correlation -.162 1.000 .390** .387** .697**
g Coefficient
Sig. (2- .217 . .002 .002 .000
tailed)
N 60 60 60 60 60
Motivati Correlation -.273* .390** 1.000 .244 .441**
on Coefficient
Sig. (2- .035 .002 . .060 .000
tailed)
N 60 60 60 60 60
Stud Correlation - .387** .244 1.000 .745**
Behavio Coefficient .443**
r
Sig. (2- .000 .002 .060 . .000
tailed)
N 60 60 60 60 60
OVERA Correlation -.280* .697** .441** .745** 1.000
LL Coefficient
ACADE
MIC
PERFO
RMANC
E
Sig. (2- .030 .000 .000 .000 .
tailed)
N 60 60 60 60 60
102
Correlations
Learn Motivati Studen Overall
Mont ing on t Academic
hly Behavi Performan
Inco or ce
me
Spear Monthly Correlation 1.000 .066 .212 .075 .142
man’s Income Coefficient
Rho Sig. (2- . .617 .105 .570 .280
tailed)
N 60 60 60 60 60
Learnin Correlation .066 1.000 .390** .387** .697**
g Coefficient
Sig. (2- .617 . .002 .002 .000
tailed)
N 60 60 60 60 60
Motivati Correlation .212 .390** 1.000 .244 .441**
on Coefficient
Sig. (2- .105 .002 . .060 .000
tailed)
N 60 60 60 60 60
Stud Correlation .075 .387** .244 1.000 .745**
Behavio Coefficient
r
Sig. (2- .570 .002 .060 . .000
tailed)
N 60 60 60 60 60
OVERA Correlation .142 .697** .441** .745** 1.000
LL Coefficient
ACADE
MIC
PERFO
RMANC
E
Sig. (2- .280 .000 .000 .000 .
tailed)
N 60 60 60 60 60
103
CURRICULUM VITAE
104
JAYSON C. CALATIN
Barangay San Cristobal, Calamba
City, Laguna
calatinjayson2@gmail.com
09504637360
PERSONAL DATA
Birthday : April 24, 1991

Birth Place : Calamba, Laguna
Civil Status : Single
Nationality : Filipino
EDUCATIONAL ATTAINMENT

Red Link Institute of Science And Technology
Barangay San Cristobal, Calamba City, Laguna
August 2019 - present
Secondary Education
Camp Vicente Lim National High School.
Canlubang, Calamba City, Laguna
2014
Elementary Education
Paciano Rizal Elementary School.
Paciano, Calamba City, Laguna
2005
105
WORK EXPERIENCES
NATURE OF WORK/
POSITION
Production Assembler
Fastech Electronics Inc.
LISP 1, Pulo, Cabuyao, Laguna
2020 - present
Production Line Leader
Fujifilm Optics
CIP 1
2016 - 2020
Quality Assurance
THN Autoparts
CPIP
2015 - 2016
106
ABEGIEL N. CAPUSO
153 Captain Perlas Street, Barangay
Pooc, City of Santa Rosa, Laguna
abeng.capuso@gmail.com
09494889443
PERSONAL DATA
Birthday : August 22, 1998

Birth Place : Santa Rosa, Laguna

Associate Graduate in Information Technology

2017
Secondary Education
Balibago National High School
Kabesang Moldes St., Brgy. Balibago, City of Santa Rosa, Laguna
2014
Jose Rizal Memorial Elementary School
Barangay Pooc, City of Santa Rosa, Laguna
2010
107
WORK EXPERIENCES
NATURE OF WORK/
POSITION
School Cashier / Record Assistant
2017 - present
SEMINARS/ WORKSHOP ATTENDED
* 13th Business Student Summit

The 21st Century Business Students: Inspired, Collaborative, Enterprising”
Quezon Convention Center, Lucena City, Quezon
November 22, 2019
* First Division Management Committee Meeting for Private Schools

Chipeco Hall, Jose Rizal Memorial School, Calamba City
January 24, 2018
* Japanese Language Seminar

Bgry. San Cristobal, Calamba City, Laguna
March 5, 2017
108
JEWEL ROSE T. SOLIMAN
Blk 20 Lot 2 MCDC Mainroad
Kapayapaan Ville Canlubang
Calamba City, Laguna.
solimanjewel4@gmail.com
09856934626
PERSONAL DATA
Birthday : December 13, 1998

Birth Place : Sta.Cruz, Manila

Associate Graduate in Computerized Office Management

2017
Secondary Education
Kapayapaan Integrated School
Manfil, City of Calamba, Laguna
2014
San Ramon Elementary School
Manfil, Barangay Canlubang, City of Santa Rosa, Laguna
2010
109
WORK EXPERIENCES
NATURE OF WORK/
POSITION
Accounting Staff
Laguna Industrial Health Clinic, Inc.
Barangay Paciano, Calamba City, Laguna
2020 - present

November 22, 2019
110
JILLIANNE ROSE T. SOLIMAN
Blk 20 Lot 2 MCDC Mainroad
Kapayapaan Ville Canlubang
Calamba City, Laguna.
jilliannesoliman@gmail.com
09976531377
PERSONAL DATA
Birthday : April 08, 2000

Birth Place : Sta.Cruz, Manila

SHS Accountancy, Business, and Management Strand

2019
Secondary Education
2017
San Ramon Elementary School
Manfil, Barangay Canlubang, City of Santa Rosa, Laguna
2012
111
WORK EXPERIENCES
NATURE OF WORK/
POSITION
Customer Representative
Gelyna Cosmetics
Brgy. Tanauan Plaridel Quezon City, Philippines
2020 - 2022
112
SALVE C. SUCAB
Barangay Parian, Calamba City, Laguna

sucabsalve05@gmail.com
09164170772
PERSONAL DATA
Birthday : October 5, 1993

Birth Place : Mobo, Masbate City
Civil Status : Married

Secondary Education
Floro L. Medina Memorial High School
Sta. Maria, Mobo, Masbate City
2007
Lomocloc Elementary School
Lomocloc, Mobo, Masbate
2003
113
WORK EXPERIENCES
NATURE OF WORK/
POSITION
Online Seller
2020 - present

November 22, 2019
114

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STATUS OF THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL AND COLLEGE

A Research Presented to the Faculty of the College of Accountancy,

In Partial Fulfilment of the Requirements for the Degree of

This research entitled “STATUS OF THE ACADEMIC PERFORMANCE

PROF. EVANGELINE G. SAPNU, MBA, D Hum

Accepted and examined by the Committee on Oral Examination with a

JESS JAY M. SAJISE, DBA

RENE N. ALTURA, Ph.D. NOEL P. MUNDA, MAEd

Accepted and approved in partial fulfilment of the requirements for the

JESS JAY M. SAJISE, DBA

the capability to accomplish their study successfully.

constructive comments and suggestions upon reviewing their study and

encouraging them to finish this piece of work.

The Grade 11 and Grade 12 Senior High School, Bachelor of Science in

Accountancy, Bachelor of Science in Accounting Information System and the

Bachelor of Technical-Vocational Teacher Education students of Red Link Institute

respondents of this study.

the analysis of data and statistical computations.

editing this study.

To the researchers’ families, friends and classmates, for their endless

moral, financial, and spiritual support.

“I can do all things through Christ who strengthens me.”

This thesis is wholeheartedly devoted to our adored guardians, who have

been our source of motivation and invigorated us when we considered

surrendering, who ceaselessly give their moral, profound, enthusiastic, and

To our siblings, sisters, family members, companions, schoolmates and

us a sound life. These, we offer to you.

Institute of Science And Technology in terms of Learning, Motivation and Student

Behavior and (2) Determine if there a significant relationship between the

academic performance variables of Senior High School and College students.

Treatment such as: Percentage Computation, Median, Chi-Square Test for

Association and Spearman Rho Correlation. Using the descriptive correlational

studies method, the researchers conducted an intervention that was composed of

13 Senior High School and 47 College with a total of 60 working students.

in terms of Learning Under Class Participation, Task Performance and

Comprehension rated it as High Level, the overall level of academic performance

performance in terms of student behavior rated it as High Level.

academic performance when grouped according to age, gender, year/grade level,

academic performance when grouped according to general weighted average.

the collected information.

CHAPTER II RESEARCH METHODOLOGY 30

CHAPTER III PRESENTATION, ANALYSIS AND 37

Chapter IV Summary of Findings, Conclusions and

Curriculum Vitae 105-115

THE PROBLEM AND ITS SETTING

their child to Kto12 or college because of poverty. As a result, working while

studying becomes an option for students. (Lorenciana, C.,2014)

Being a working student is a responsibility of many less fortunate but

students need it to make their life easier.

College working students can be more likely be left behind in their

physical and mental well-being.

performance of senior high school and college working students.

Working student is a student who is permitted to work while studying for

cannot support them financially because of the most famous problem of

reasons of some students forced to take part time job.

Being a working student has a lot of responsibilities. They face a lot of