CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents a review of related literature and related studies taken from books,

thesis, journals, magazine, and online studies from internet. The following researches and studies

support and clarify this study.

Related Literature

Student’s experiences

In recent years, further studies found that students who are working part-time can easily

develop team cooperation, customer care, communication, and practical skills (Lucas &

Lammont, 1998; Curtis & Lucas, 2001). Students can have the prospect to directly relate the

experiences of working part-time to enhance and refine their academic knowledge, motivation

and employment prospects. Thus, some researches have concluded that a combination of

financial needs and the opportunity to gain experiences will ultimately enhance career

opportunities in the future (Harvey, 2000; Devlin, James & Grigg, 2008; Nonis & Hudson,

2006).

According to the research conducted by Watts and Pickering (2000), while working

part-time and studying full-time has a variety of positive outcomes, respondents generally

viewed part-time employment as a necessity to survive in the contemporary higher education

sphere. In Manthei and Gilmore's (2005) study, it is understandable that the money earned from

part-time employment is spent usually on essential living expenses. From the perspective of

students themselves, part-time work is often an introduction to the real world which will assist

them both in personal and career development especially in the higher education sector (Tymon,

9
2013; Tomlinson, 2007). Higher education institutions should identify opportunities to increase

the extent to which students could be more familiar with work and expose them to educational,

part-time vocational and career experiences (Yorke, 2004; Glover, Law & Youngman, 2002).

There is a wide variety of studies that examined the impacts of part-time employment on

full-time students. Based on the research of Manthei and Gilmore (2005), for instance,

considered that working part-time leaves less desired time to study. Also, Jogaratnam and

Buchanan (2004), specified that new students who choose to do a part-time job while having

full-time academic load were most likely to suffer from stress and sleep deprivation. As many

studies suggested, indeed a

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

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

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

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

lecturers with a lot of lessons to catch and feel that they could achieve higher grades had they not

been working. For that reason, universities should be aware of contemporary students' lives.

They should introduce an element of flexibility as a mean of structuring assignments and course

requirements to support this (Curtis, 2007). Positively, perhaps students might obtain personal

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

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

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

working student is a common phenomenon.

Jogaratnam and Buchanan (2004) suggested that universities have a moral requirement to

more effectively understand and manage the stressors experienced by students studying full-time

10
and working part-time. Perhaps, providing appropriate training for students would be an

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

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

solving these tensions.

In addition, Egido and Panades (2010). Entitled an Analysis of Student Satisfaction:

Full-Time vs. Part-Time Students. There are advantages and disadvantages to both full-time and

part-time work. Full-time work generally provides more job security, benefits, and a higher

salary or hourly wage. However, it may require a greater time commitment and limit flexibility

in terms of scheduling. Part-time work can provide greater flexibility and a better work-life

balance, but may offer fewer benefits and less job security. This paper examines how full-time or

part-time status affects students’ level of satisfaction with their degree programs. The decision to

undertake paid employment while studying emerges as one of the key determinants of student

satisfaction. In particular, our findings indicate that students who hold a part-time job while

studying are more likely to express less satisfaction with their college experience.

The aim of this study is to contribute to develop knowledge and understanding of the

phenomenon school life quality for working students by taking the perspective of the students

themselves investigating what they perceive as positive or/and negative about their school life.

Further objectives of the study are to investigate how work, parents and school may influence on

their school life. In order to secure quality of school life for working students the teachers need

to listen to the voices of their students to understand and to get knowledge about their conditions.

Teachers should be empowered to develop competence within areas of special needs education,

particularly on assessment which also means including the parents in a closer cooperation.

Aavall, I. M. H. (2007)

11
 Taylor et al. (2020). The findings of this study construct a profile of ‘the working

student’, including their motivations for working, the intensity of that work, and self-perceived

working conditions. Since work-integrated learning (WIL) aims to develop students’

professional skills through meaningful employment related to studies, we also compare WIL

with other forms of student work.

Based on the study of Rajeev Darolia (2014), there are a growing number of students in

college that are working and to a greater extent. Using nationally representative data from the

1997 National Longitudinal Survey of Youth, he analyzes the different effects of working on

grades and credit completion for undergraduate students in the United States. There are strategies

to identify the causal relationship between working and academic performance including

student-level fixed effects to control for permanent, unobserved characteristics that may affect

both work and study intensity. He examines that with a particular focus on differences between

full-time and part- time students, consequences of working for diverse subgroups will deal with

it. Furthermore, he finds no evidence in harming the students’ grades by marginal work hours,

but that full-time students’ complete fewer credits per term when increasing work.

A growing number of students turn to work in an effort to close the gap between college

costs and available financial resources. Over 80 percent of all undergraduate students work while

in school and recent students are both more likely to work and work more hours than in the past

(Baum, 2010, Scott-Clayton, 2012). Even among “traditional” full-time college students less

than 25 years of age, almost half work, with almost one in ten working at least 35 hours week

(Perna,2010). As working increasingly becomes commonplace among postsecondary students,

the relationship between working and postsecondary educational outcomes has potentially

important implications for the design and implementation of academic, vocational, and

12
work-study programs, as well as for workforce training.

Working while in school can lead to better labor market outcomes for students through

the accrual of work experience, professional connections, and the development of soft skill such

as time management, communication skills, and problem-solving that contribute to academic and

professional success (e.g., Light, 2001, Meyer and Wise, 1982, Molitor and Leigh, 2004, Ruhm,

1997). The complementary relationship between employment and academics may encourage

colleges, employers, and public and private training providers to better coordinate cooperative

training and workforce programs with postsecondary education. These vocational burdens on

students, however, may impair academic achievement and experiences by substituting for time

spent on studies and extracurricular activities.

As claimed by Lessky F. and Unger M. (2022) student employment, affects retention

rates for students. Working while in school can be advantageous for students, for example in

terms of employability, but excessive labor might have a negative effect on academic progress,

according to studies.

Acaso M. et al. (2019) As reported in their research students are taking up part-time work

to earn extra income. Its significant attests now we students succeed academically. This

circumstance may have both be.

Today's college students are less prepared for college-level work than their predecessors.

Once they get to college, they tend to spend fewer hours studying while spending more hours

working, some even full time (D. T. Smart, C. A. Kelley, & J. S. Conant, 1999). According of the

study entitle “Influence of Time Spent Studying and Working” the authors further evaluated the

interaction of motivation and ability with study time and its effect on academic performance. The

findings revealed that important factors, including motivation and study time, interact

13
considerably with the capacity to affect academic achievement. Contrary to popular opinion,

there was no correlation between the amount of time spent studying or working and academic

performance. Sarath Nonis and Gail Hudson (2010).

Factors affecting working students

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

factors why students leave in a specific university before having the degree of completion, and

one of the most commonly cited is being engaged to work while studying. With the use of

survival analysis, this paper evaluates the impact of employment status on dropout rates. It

identifies that employment status does have an influence on dropout rates to students who are

less likely to complete their program due to working full time alongside studying full time than

students working short part-time or not working at all. However, it seems that working more than

20 hours a week increases the risk of dropout as much as full-time work as if there is a threshold

to how much students can work. The integration of employment status into the analysis does not

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

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

denotes that models for retention and dropout must also take such external factors into

justification, not just consider what happens at the university, as in the model of student

departure.

Stated by Marcia Devlin, Richard James, Gabrielle Grigg (2008), the changing nature of

higher education funding arrangements and the shift towards "user pays" is the main determinant

of the new relationship between students and universities in Australia. In 2007, the Centre for the

Study of Higher Education (CSHE) completed a commissioned national study, Australian

14
University Student Finances 2006: Final Report of a National Survey of Students in Public

Universities. In presenting the project report, this article discusses selected findings relating to

student expectations, engagement to show a worrying picture of threat in financial, involvement

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

Based on the study of Rajeev Darolia (2014), there are a growing number of students in

college that are working and to a greater extent. Using nationally representative data from the

1997 National Longitudinal Survey of Youth, he analyzes the different effects of working on

grades and credit completion for undergraduate students in the United States. There are strategies

to identify the causal relationship between working and academic performance including

student-level fixed effects to control for permanent, unobserved characteristics that may affect

both work and study intensity, and system GMM models to account for potentially endogenous

relationships between both aspects that vary over time. He examines that with a particular focus

on differences between full-time and part-time students, consequences of working for diverse

subgroups will deal with it.

Furthermore, he finds no evidence in harming the students’ grades by marginal work hours, but

that full-time students’ complete fewer credits per term when increasing work.

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

the country are currently misrepresenting school and work and this figure is about 8% of the total

number of college students in the country. CHED said that working students today are mostly

into food service, entertainment and sales, apart from their usual stints as librarians and research

assistants. "One of the reasons why students need an extra income is due to a financial crisis,”

according to officer-in-charge at CHED's office of the executive director, Atty. Julito Vitriolo. He

also added that because of higher commodity prices and tuition fees, these students are forced to

15
work independently. The CHED stated that only half of working students get to finish college, as

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

others didn't continue because of financial problems. CHED recommended working students to

have jobs that are not too demanding and that is more related to their courses so that they can

work comfortably.

Following this, based to the National Center for Education Statistics in America in 2007,

nearly half (45 percent) of "traditional" undergraduate students between the ages of sixteen and

twenty-four attending college is working full-time while enrolled. However, about 80 percent of

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

amount of time the students spend working has been causing uneasiness for the educators that

served them and, in some instances, the students themselves. Recent data would definitely

indicate that 80% of American undergraduates worked while attending college in 1999-2000

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

which 72% worked. Further, there seems to be a strong body of literature that points to the

positive effects of not working versus working while attending college.

Lundberg (2004), evaluated a national sample of 3,774 responses to the College Student

Experiences Questionnaire (CSEQ) and discovered that students are significantly having fewer

interactions with faculty and lower quality student relationships with peers because of working

more than 20 hours per week. Cheng (2004), examined how work affects the academic and social

experience of college students. Using a mixed method design, it was found that there is “no

significant difference between working and nonworking students in their academic and social

experience, though working students’ GPAs is lower than those of the nonworking.

Grozev & Easterbrook, M. J. (2022). University students in paid employment have less

16
time for studying, report more stress, and participate in fewer extracurricular activities than

non-employed students. These negative outcomes that result from combining work and study can

cause employed students to experience the domains of work, study, and social life as practically

incompatible, but also to experience a sense of identity incompatibility.

According to Perna Laura (2010). Working is now a fundamental responsibility for many

undergraduates. But understanding how employment affects students' educational experiences is

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

college. Some traditional-age students may use employment as a way to explore career options

or earn spending money. For other students, particularly adult students, work is a part of their

identity. Regardless of the reason for working, trying to meet the multiple and sometimes

conflicting simultaneous demands of the roles of student, employee, parent, and so on often

creates high levels of stress and anxiety, making it less likely that students will complete their

degrees. The research collected in "Understanding the Working College Student" provides

numerous suggestions for how to help working students succeed in college. These include

offering courses in the evenings, on weekends, and in distance education formats; establishing

course schedules in advance; offering students access to academic advising and other support

services at night and on weekends; offering online course registration and academic advising;

providing child-care options; and providing space for students to study between work and school.

Colleges and universities can also help working students connect their employment and

educational experiences through career counseling and occupational placement. Many

undergraduate students struggle to meet the multiple demands of work, family, and school roles.

Colleges and universities have an obligation to ensure that all students--including working

students--can succeed on their campuses. Reframing work as potentially enhancing student

17
learning and ensuring that prevailing institutional policies, practices, and structures recognize

that most undergraduates will have jobs while enrolled are important steps in the right direction.

Effects of working while studying

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

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

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

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

had a positive effect on students' psychological well-being, and students who worked off campus

also trended positively on leadership skills. Work did not have much bad effect on cognitive-type

outcomes like moral reasoning and critical thinking, but work has a positive result on things like

psychological well-being and leadership even when one is working a ton of hours. Findings

further showed that there were significant differences in the impact on students who came into

college with different academic abilities, with much more can cause harm to students who scored

lower on college entrance exams. Working on campus between 1-10 hours a week had a positive

effect on critical thinking for high-ability students but a strong negative effect for low-ability

students.

Besides, examine the effects of work on academic performance and observed how

students who devoted their time into on- and off-campus work contributed on the students

critical thinking, moral reasoning, socially responsible leadership, and mental well-being. The

study at St. Rose College Educational Foundation Inc. the study found that students who work

longer hours may have difficulty balancing their work and academic commitments, which can

negatively impact their academic performance Working while studying it stated that the working

18
students experience different effect of academic challenges either positive or negative impact.

One of the negative impacts on working while studying is the student's performance in school,

while some students may use employment to explore career options or earn spending money The

research conducted at St. Rose College Educational Foundation Inc. aimed to know the effect of

the working students in the institution. By synthesizing the finding from the studies, we can

connect and contrast the positive and negative effect of working student in general with the

specific challenges faced by working student. It can enhance the skill of the student and to know

their responsibilities in their academic and work. Based on research conducted even they have a

work to accomplish they still have time in studying. Working students tend to attend class by

willingness to participate in class even they have a work afterwards. Working while studying can

help increased independence, ability to budget, time management, and gaining skills such as

problem solving and communication skills. It also enhances and establishes the skills of working

students during their part-time job that may have actual impacts in their later careers.

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

can be attributed to a desire to minimize loans and debts. Students felt the need to limit their

borrowing and therefore earn more of the tuition. Another benefit lies in the feeling of

self-achievement and self-satisfaction that is achieved through challenging oneself with double

the workload and two different lifestyles. It is all about pushing oneself to the limits and proving

to the world that one can manage their time in the best possible way and make the most of it by

working and studying at the same time. It also believed that such an attitude reflects the abilities

of hard work and determination in people, which are qualities that every firm generally looks for.

Whether it is about financial considerations or future employability prospects, Alli (2010),

stressed that the combination of working and studying together is the key to success and is the

19
foundation on which one's future and career depends.

Moreover, there are various reasons that lead them to undertake this commitment such as

financial issues. Pursuing your education while working full-time is a commendable decision

that will help you in the long run. But we know that despite the many advantages of working

while studying, there will be challenges that can hinder your progress or drive you to your

boiling point. In the study at St. Rose College Educational Foundation Inc. likely provides

specific insight into the experiences of working students at the college. The research aims to

focus on analyzing the life of a working student and the score to settle behind life and balance in

the workplace to the campus. Working while studying can have a benefit to students there are,

extra money, more opportunities to network, gain work experience and develop course-relevant

skills.

In the studies conducted by Alli (2010), stressed that the combination of working and

studying together is the key to success and is the foundation on which one's future and career

depends. The study at St. Rose College Educational Foundation Inc. likely provides specific

insight into the experiences of working students at the college. Working while studying can help

to develop transferable skills, time management skills, and strong problem-solving skills.

Working while studying it providing flexible schedules, offering financial assistance, or creating

mentorship programs to help students manage their time effectively and succeed both

academically and professionally. It helps students to gain more knowledge, skill, and ability.

Working while studying at St. Rose College Educational Foundation Inc. connects this finding

with the research study, they are adaptable and persistent in the face of adversity. Working

students are fighters who continue striving for their scholastic visions to earn a degree despite the

challenges of both work and studies. They are worthy of emulation and are regarded as living

20
superheroes because they work hard to achieve the grades they desire while also working to earn

a living and ensure their survival.

The evidence suggests that the effects of working while in college vary by the type of job

held: full-time versus part-time, and on-campus versus off-campus. Harmful effects typically

arise because hours spent at work take time away from studying which may lead to lower grades

and less attractive post-college opportunities. Working may contribute to students dropping out

of college or taking a little bit more time to graduate. But student employment can also be a

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

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

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

make students more likely to stay in school (Orszag et al., 2001).

Also, there are types of job held: full-time versus part-time, and on-campus versus

off-campus. It says that it can have harmful effects on working students. In the study conducted

of St. Rose College Educational Foundation Inc. there are some disadvantages that is stated such

as they encounter difficulty setting priorities, they have not enough time to study their lesson,

they also have not enough time to rest and sleep at night, it can lead to the working students to

experience stress. Trying to balance your schoolwork with your profession will be difficult,

especially if you haven’t been taking care of other aspects of your life. Even with all the

management skills you learn, the lack of self-care can lead to a build-up of stress. Even there are

negative impact there are also positive impact on working while working like financial stability,

enough knowledge about the work performed, it can provide valuable experience, increase the

employment prospect, and provide them with real world experiences that can benefits their

personal lives and problem-solving abilities. These findings connect with the research study

21
"Working While Studying: The Academic Performance of Working Students at St. Rose College

Educational Foundation Inc." The study likely found that working students at the college face

similar challenges as those outlined in the study, including difficulty balancing work and study,

exhaustion, and time management issues. Some studies suggest that working part-time can also

provide students with valuable experiences and enhance their motivation in academic studies.

This is because working part-time can improve their financial stability, increase their

employment prospects after graduation, and provide some benefit from the experiences gained

through work, which could enhance their personal lives and problem-solving abilities. It suggests

that while working while studying has its benefits, it can also be challenging, particularly for

academic performance.

Watanabe (2005), determined the effects of college student's employment on academic

performances. Findings revealed that college student's employment did not affect academic

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

positive and negative significant factors affecting academic achievement while being employed.

The study did not contribute to both the positive or negative relationship between working and

the succession of the academic aspect.

Clearly, that is conducted, it found many positive and negative significant factors

affecting academic achievement while being employed. The study at St. Rose College

Educational Foundation Inc. likely provides specific insights into the experiences of working

students at the college and may offer recommendations for how to best support them in balancing

their responsibilities. Working while studying can increased independence, ability to budget,

managing a schedule, and gaining soft skills, such as communication and problem-solving skills.

Working while studying can be challenging, it can also provide valuable experiences and benefits

22
for students.

In addition, Furr and Elling (2000) have been proven that students working between 30-39

hours per week and those working more than 40 hours per week felt that their employment

wounded their academic achievement. Others also found that students working between 1 and 15

hours per week showed a slightly higher GPA than those with a heavier workload.

The studies conducted by Furr and Elling (2000) revealed that students working between

30-39 hours per week and those working more than 40 hours per week felt that their employment

wounded their academic achievement. This finding connects with the research study "Working

While Studying: The Academic Performance of Working Students at St. Rose College

Educational Foundation Inc." The study likely found that students who work longer hours may

have difficulty balancing their work and academic commitments, which can negatively impact

their academic performance. The study may provide additional insights into the specific

challenges faced by working students in that institution, such as the impact of workload and

support systems on academic performance. By exploring these challenges, the study aims to

identify strategies that can support working students' academic success while balancing their

employment responsibilities.

Pike in Lederman (2009) found that there are several amounts of on and off-campus work

that directly influenced students' self-reported grades and indirectly affected their levels of

engagement in academic activities. Working more than 20 hours a week hurts students' grades,

whether the employment is on campus or off. As reported, students who work 20 hours or less,

on and off campus have similar grades as do students who do not work at all. The indirect

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

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

23
a week on campus report higher levels on all five levels of engagement used. Moreover, working

20 hours or less off- campus strengthens students' performance on two of the five engagement

levels, whereas students who work 20 hours or more, on or off-campus did tend to be more

engaged than students who did not work at all.

In the studies conducted by Pike in Lederman (2009), there are several amounts of on and

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

their levels of engagement in academic activities. This finding connects with the research study

"Working While Studying: The Academic Performance of Working Students at St. Rose College

Educational Foundation Inc." The study likely found that students who work longer hours may

have difficulty balancing their work and academic commitments, which can negatively impact

their academic performance. The aimed of studies at St. Rose College Educational Foundation

Inc. provides specific insights into the time use of working students at the college and may offer

recommendations for how to best support them in achieving a balance between work and

academic commitments. Working while studying can help student to improve their skill, develop

leadership skills, support their financial security. Working student become flexible in an aspect of

activities that faced in their personal lives.

Moreover, As stated by Hovdhaugen Elisabeth (2013). There are many possible reasons

why students leave university prior to degree completion, and one of the more commonly cited is

being employed while studying. Their study analyses the impact of employment status on

dropout rates using survival analysis. It finds that employment status does have an impact on

dropout rates; students who work full time alongside studying full time are less likely to

complete their programmed than students working short part-time or not working at all.

However, working more than 20 hours per week increases dropout risk on to full-time work,

24
suggesting that there is a limit to how much students can work.

The studies conducted by Hovdhaugen Elisabeth (2013). There are many possible reasons

why students leave university prior to degree completion, and one of the more commonly cited is

being employed while studying. Working more than 20 hours per week increases dropout risk

on to full-time work, suggesting that there is a limit to how much students can work. The study at

St. Rose College Educational Foundation Inc. likely provides specific insights into the time use

of working students at the college and may offer recommendations for how to best support them

in achieving a balance between work and academic commitments. The study likely found that

working students at the college face similar challenges as those outlined in the other studies,

including difficulty balancing work and study, exhaustion, and time management issues. The

academic performance of working students at St. Rose College Educational Foundation Inc. the

aim of this study is to investigate and identify student’s challenges in academic while working.

Working while studying may lead to lower grades and less attractive post-college opportunities,

poor participation in class activities, sleep deprivation, pressure to perform well, work-life

balance, and exposure to injuries and health hazards. However, working while studying

providing offering financial assistance, seeking networking opportunities, gaining professional

experience. Gaining work experience might increase graduates’ future employment prospects

and their competitiveness. Providing a foundation for understanding overall work experiences

and the benefits and challenges faced by students. Working while studying helps to develop skills

of students and work has helped them appreciate the application of theoretical knowledge gained

in class and made them more organized and improved their ability to work with deadlines.

Zhai, Lijuan, and Monzon Rey (2001). Examined the profile of community college

dropouts, in an attempt to identify how this cohort differs from university-level dropouts and to

25
identify reasons for community college students' withdrawal from school. The authors argue that

the profile of a typical community college student--a person who has a full- or part-time job,

lives off-campus, and is taking classes on a part-time basis--makes retention a particular

challenge for the community college student. The findings from the study revealed that the

reasons for leaving included class and work schedule conflicts, financial difficulties, and lack of

financial aid.

Thus, Examined the profile of community college dropouts and to identify reasons for

community college students' withdrawal from school. The findings from the study revealed that

the reasons for leaving included class and work schedule conflicts, financial difficulties, and lack

of financial aid. Working while studying can be a challenging experience for students, as they

must balance their academic commitments with their work responsibilities. The study at St. Rose

College Educational Foundation Inc. likely provides specific insights into the experiences of

working students at the college. The studies conducted to know the challenges of the working

students in academic and after that to contribute support and provide techniques in terms of their

challenges. Working students disadvantages as they encounter difficulty setting priorities, they

have not enough time to study their lesson, they also have not enough time to rest and sleep at

night, it can lead to the working students to experience stress. Working and studying at the same

time teaches students the value of being responsible. Combining academic study with

employment is typical for a wide range of students because work becomes an additional source

of knowledge and skills, as well as a motivation to learn. The study at St. Rose College

Educational Foundation Inc. help working student to 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.

26
 Mathuews (2018). Working students may experience time constraints from juggling the

responsibilities of student and worker. Despite the challenge of working while in school,

participants considered work a source of skills development, emotional support, and a motivator

to stay on top of school responsibilities. Participants experienced negative wellness effects such

as stress and inadequate sleep. The findings of compromised involvement and wellness indicate

the participants experienced time poverty. To alleviate the effects of time poverty participants

engaged in the use of planners, strategic scheduling, and online course options. In response to the

findings described above, this study includes participant-informed strategies to influence

institutional and governmental policy to support working college students.

Furthermore, Working students may experience time constraints from juggling the

responsibilities of student and worker. Despite the challenge of working while in school,

participants considered work a source of skills development, emotional support, and a motivator

to stay on top of school responsibilities. Participants experienced negative wellness effects such

as stress and inadequate sleep. In these two studies conducted the findings connect with the

research study "Working While Studying: The Academic Performance of Working Students at St.

Rose College Educational Foundation Inc." By examining the specific challenges faced by

working students at St. Rose College, such as the pressure to meet work standards while

maintaining academic performance, the study can provide insights into the potential reasons why

only a portion of employed students successfully finish their college education. Working students

often face unique challenges that can interfere with their ability to succeed in school. Time

management, financial stress, and balancing work and personal life. However, there are solutions

to these common problems. With a little planning and effort, working and studying at the same

time becomes possible. The struggles of working students can be overcome, and students can set

27
themselves up for success.

Darolia (2014) found that working students in higher education is a common

phenomenon everywhere. Most research on working students focuses on the examination of the

effect of students’ employment on academic outcomes such as grade point average and

commitment to studies.

Moreover, In the studies conducted most researchers on working students focus on the

assessment of the effect of students’ employment on academic outcomes. This finding connects

with the research study "Working While Studying: The Academic Performance of Working

Students at St. Rose College Educational Foundation Inc." the studies explore how the student

creates ways to maximize their time in working and in studying. The aim of the study is to

investigate and identify student’s challenges in academic while working. And how they deal and

cope with such difficulties. The studies conducted to know the challenges of the working

students in academic and how to contribute support and provide techniques in terms of their

challenges. Working while studying can be a challenging experience for students, as they must

balance their academic commitments with their work responsibilities, which can result in time

constraints and exhaustion. By examining the specific challenges faced by working students at

St. Rose College, such as the pressure to meet work standards while maintaining academic

performance. Working while studying can have a benefit to students there are, extra money, more

opportunities to network, gain work experience and develop course-relevant skills. Working

while studying there are positive impact like financial stability, enough knowledge about the

work performed, it can provide valuable experience, increase the employment prospect, and

provide them with real world experiences that can benefits their personal lives and

problem-solving abilities.

28
 In addition to the above studies, some researchers also focus on the time use by working

students. Consequently, the more time a student spends on working, the less time he or she

engages in academic studies (Greene & Maggs, 2015; 2017).

The studies conducted by Greene and Maggs (2015; 2017) suggest that the more time a

student spends working, the less time they must devote to their academic studies. This finding

connects with the research study "Working While Studying: The Academic Performance of

Working Students at St. Rose College Educational Foundation Inc." The study likely found that

students who work longer hours may have difficulty balancing their work and academic

commitments, which can negatively impact their academic performance. The highlights of this

says that the importance of finding a balance between work and academic commitments for the

success of working students. While working can provide valuable experiences and financial

benefits, it is crucial to ensure that it does not negatively impact academic performance. The

study at St. Rose College Educational Foundation Inc. likely provides specific insights into the

time use of working students at the college and may offer recommendations for how to best

support them in achieving a balance between work and academic commitments. This could

include providing flexible schedules, offering financial assistance, or creating mentorship

programs to help students manage their time effectively and succeed both academically and

professionally.

Mathuews (2018) described that students’ experiences of time constraints are normally

related to the working time poor. On the other hand, the experiences of working part-time can

enhance students’ motivation in academic studies and employment prospects (Curtis & Shani,

2002; Curtis & Williams, 2002). Hence, students need a combination of academic knowledge

and financial needs to enhance their future career opportunities (Harvey, 2000; Devlin, James &

29
Grigg, 2008; Nonis & Hudson, 2006).

Working while studying can be a challenging experience for students, as they must balance

their academic commitments with their work responsibilities, which can result in time constraints

and exhaustion. However, some studies suggest that working part-time can also provide students

with valuable experiences and enhance their motivation in academic studies. This is because

working part-time can improve their financial stability, increase their employment prospects after

graduation, and provide them with real-world experiences that can benefit their personal lives

and problem-solving abilities. The study at St. Rose College Educational Foundation Inc. likely

provides specific insights into the experiences of working students at the college. For example, it

may examine the types of jobs students work, the number of hours they work, and the impact of

work on their academic performance. Additionally, the study may offer recommendations for

how to best support working students in achieving their academic and career goals, such as

providing flexible schedules, offering financial assistance, or creating mentorship programs.

Working while studying can be challenging, it can also provide valuable experiences and benefits

for students. It is important for colleges and universities to understand the unique challenges

faced by working students and provide appropriate support to help them balance their academic

and work commitments and achieve their goals.

Abenoja R. et al. (2019) As stated in their study that being a working student is difficult

and requires a lot of responsibilities. They feel more in control of their decisions and behaviors

as a result. While working, students also pick up a lot of experiences and ideas that might benefit

their personal lives and their ability to solve problems. As mentioned by (Mersa R. et al. 2022) in

their study students who choose to work and study facing difficulties both in work and school.

They are often late to work and school and find it difficult to complete their assignments because

30
they are exhausted from work. Tumin et al. (2020) As stated in their study, working students

having difficulties in balancing work and study. Handling their obligations as a worker and

student causes them difficulties, could impact on how they approach their academic work in the

future.

Moreover, Abenoja et al. (2019), Mersa et al. (2022), and Tumin et al. (2020) highlight

the challenges and benefits of being a working student. Abenoja et al. suggest that working

students feel more in control of their decisions and behaviors, and gain valuable experiences,

while Mersa et al. found that students who work and study often struggle with time management

and exhaustion, affecting their academic performance. Similarly, Tumin et al. found that

balancing work and study can be difficult and may impact how students approach their academic

work in the future. These findings connect with the research study "Working While Studying:

The Academic Performance of Working Students at St. Rose College Educational Foundation

Inc." The study likely found that working students at the college face similar challenges as those

outlined in the other studies, including difficulty balancing work and study, exhaustion, and time

management issues. However, the study may also show that some students benefit from the

experiences gained through work, which could enhance their personal lives and problem-solving

abilities. It suggests that while working while studying has its benefits, it can also be challenging,

particularly for academic performance. The study at St. Rose College Educational Foundation

Inc. likely provides specific insights into the experiences of working students at the college and

may offer recommendations for how to best support them in balancing their responsibilities.

31
Related Studies

Foreign

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

different types of understudy bolster; to top up salary to give a superior understudy

understanding, or to help towards future objectives. It additionally empowers understudies to

share the duty regarding meeting the expenses of their examination, furnishes them with a

feeling of monetary autonomy, and creates abilities in overseeing accounts. This new work

expands on discoveries from the SIES to pick up a more profound comprehension of the

motivations to work, the nature of work undertaken, and the difficulties and advantages of

working while studying in higher education (HE) (Williams, 2014). A study led by Endsleigh

(2015), showed that eight out of ten (77%) understudies are now working part-time to help them

in their financial needs in school. Being a working student is stressful most likely in balancing

your social life, time for family, school, and work. Figuring out how to manage the pressure that

pursues with being a working undergrad, and ensuring you have no less than one night off a

week, can bring down your stress levels ten times (Mitchell, 2016).

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

students work is due to budgetary need, meet a quick or basic necessity, and to help the

understudies in their future objectives. This was supported by the study of Furr and Elling

(2002), where the reason why the students work part-time is due to financial problem. Aside

from these reasons, there were also consequences of working while studying and that is

according to the findings of the study of Darolia (2014), where understudies take fewer attributes

in school because of work duties. As a result, the students' lost confidence to enroll and are

dropping out and started to find a stable job. The U.S. Bureau of Labor Statistics (2013), found

32
34.1 percent of high school students that graduated between January and October 2013 are now

part of the workforce.

Researches about working students are mostly conducted at universities in developed

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

lives and how they conquer every problem they encounter. According to the study of Ruhm

(1997), it is necessary to understand the effects of working students in society because as the rate

of working student reached an abnormal state, job-hiring started to show the negative impacts

that were attributed to it since it lessens instructive fulfillment and scholarly execution

particularly among youthful laborers without school training. On the other hand, if working at a

young age proves to be a favorable aspect of the economy. Then the high rate of working student

could add to profit gaps observed later in life. Since there are many possible conclusions, the

researchers have to see the lapses of this work so that the researcher will be able to explore the

experiences of the working students and to be able to understand fully what a working student is.

The study of Izzati Binti Hasnun, & Nurakmal Ahmad Mustaffa. (2020). The Key

Success Criteria for University Students Who Are Studying While Working. The most frequently

asked question either in academia or industries about students who are studying while working is

the issue of balancing the commitment between studying and working at the same time. This

research primarily seeks to identify the criteria of a successful student who is studying while

working and developed a framework of guidelines on how to become a Nurul successful student

for an individual who is studying while working with the criteria. The result showed that three

main criteria of success student have been determined, namely as Academic Preparation,

Individual Trait and Support System.

The cited studies are also similar to the present study in terms of Working for College:

33
Katharine M. Broton, Sara Goldrick-Rab, & James Benson. (2016). One way in which financial

aid is thought to promote college success is by minimizing the time students spend working. Yet,

little research has examined if this intended first-order effect occurs, and results are mixed. We

leverage a randomized experiment and find that students from low-income families in Wisconsin

they were less likely to work extensively, during the morning hours, or overnight. In another

hand, Compared with previous generations, today’s undergraduates are more likely to work and

work extensively because of variety of reason including getting experience, market knowledge,

career exploration, maintaining one's identity as a worker, fulfilling cultural commitments,

having options, and generating income to cover essential expenses, college tuition, or extra

spending.

According to Gudrun Gaedke et al. (2012). Determined the Impact of Stress Factors on

Part-Time College Students. The results of a longitudinal study on stress and weariness in

part-time college students are presented and discussed in this work. Students have to balance

work, study, and leisure time or family responsibilities on top of full- or part-time employment.

Students' health issues or even dropouts are frequently caused by this stressful circumstance.

This finding of this study is to identify the factors that can affect academic success systemically

over the curriculum, in order to incorporate preventive measurements in teaching as well as in

the central university organization from an early stage.

In study by Tubagus Nashich, & Listyati Setyo Palupi. (2020). Higher education student

often experienced financial problem during their study. This condition encourages them to seek

financial support by working part-time. The difficulty of carrying on a part-time job and being a

student has affected their psychological health. he issue will worsen if they don't get the

necessary amount of social support. Therefore, it is important to identify the relationship

34
between social support and psychological wellbeing of part-time students.

Bun Chantrea, Hok Chansophy, and Hout Chantyta The University of Cambodia.

Working and studying at the same time can be seen as a common trend over the past few

decades. Despite the load of work that school provides, students have to deal with numerous

issues at work. As a matter of fact, most of the students at The University of Cambodia also

work. The study found that their ultimate reason was to be financially independent. They also

mentioned that the biggest advantage they had gotten from their work was experience in a real

working setting in their questionnaire responses. Working and studying at the same time can be

challenging, but it's also a great way to gain valuable experience while earning an income and

advancing your education.

Local

Filipino students are still able to support themselves financially through working

although they have financial problems. According to The Working Student (2016), to set down

the job options of Filipino working students namely online jobs, paid corporate internship,

fast-food crew, and school jobs. Filipino students are struggling because they have to meet the

standards in their work so that they will not lose their job and maintain academic performance so

that they will not get a failing grade. Around 216,000 understudies in the Philippines are right

now juggling school and work, the most recent information from the Commission on Higher

Education (CHED). About 8% out of the total number of college students in the Philippines is a

working student (ABS-CBN News, 2010). According to CHED (2010), only half of the

employed students can finish college, as many cannot concentrate on their studies, while others

have poor health, and other give up because of financial problem.

35
 The study conducted on working while studying reveals that Filipino students face

numerous challenges in balancing their academic responsibilities with their work commitments.

The research conducted at St. Rose College Educational Foundation Inc. aimed to explore the

academic challenges faced by working students in the institution. By synthesizing the findings

from the studies, we can connect and contrast the experiences of Filipino working students in

general with the specific challenges faced by working students. It is evident that a significant

number of Filipino college students are engaged in various forms of employment to support

themselves financially. The research aligns with the national data, indicating that a portion of the

Filipino student population is actively juggling work and studies. This suggests that the

challenges faced by working students at St. Rose College Educational Foundation Inc. may be

similar to those experienced by Filipino working students in general. The research study at the

said school may provide more insights into the specific academic challenges faced by working

students in that particular institution. It can shed light on the impact of work commitments on the

academic performance of these students and how they strive to maintain their grades. The

findings from this study can be compared and contrasted with the broader research on working

students in the Philippines to determine any unique challenges or coping mechanisms.

Additionally, the study conducted at St. Rose College may contribute to the overall

understanding of the factors that contribute to the low college completion rates among employed

students in the Philippines. By examining the specific challenges faced by working students at

St. Rose College, such as the pressure to meet work standards while maintaining academic

performance, the study can provide insights into the potential reasons why only a portion of

employed students successfully finish their college education.

Villafania (2007), reported that in the Philippines, the Commission on Higher Education

36
(CHED) had initiated programs to secure academic records. CHED and the National Printing

Office (NPO) have signed a memorandum of agreement (MOA) on the Securitization of

Academic Records for college and university graduates beginning the school year 2007. The

move is part of CHED's drive to stop the use of fake diplomas and school records. CHED former

chairman Carlito Puno said the MOA aims to secure authenticity of academic accounts such as

diplomas, transcript of records and special orders from all colleges and universities in the

Philippines. Thus, protect the image and integrity of Filipino College students to potential

employers both locally and internationally. Puno emphasized further that the MOA would boost

the competitive edge of the graduates in the labor market for it will ensure the integrity of

credentials of the graduates while protecting the reputation of higher institutions of learning.

The information from Villafania (2007) discusses the initiatives taken by the Commission

on Higher Education (CHED) in the Philippines to secure academic records. The aim of these

initiatives is to prevent the use of fake diplomas and school records, ensuring the authenticity and

integrity of academic credentials. This is seen as a way to protect the image and reputation of

Filipino college students to potential employers, both locally and internationally.

By connecting these two studies, it can be inferred that the initiatives by CHED to secure

academic records may have a positive impact on the academic performance of working students

at St. Rose College. With the assurance of authentic academic credentials, these students can

present their qualifications with confidence to potential employers. This can enhance their

competitiveness in the labor market and provide greater opportunities for career advancement.

St. Rose College may also identify additional challenges faced by working students that

are not directly addressed by the initiatives of CHED. This study can shed light on the specific

difficulties faced by these students in managing their time, workload, and maintaining academic

37
performance while juggling work commitments. It can also explore the support systems and

strategies employed by these students to overcome these challenges.

According to Jenjen Amor, Jennifer Allauigan, Julie Ann Martinez et al. Conducted

“Working Students: Its Effect on Academic Performance of Education Students in Bestlink

College of the Philippines (2020). This study explores the effects of being working students on

the academic performance of Education students in Bestlink College of the Philippines,

especially different factors that upset their academic performance in school. This study will help

students become aware of how they will manage these elements because they find them to be

difficult. Working students typically experience scheduling issues because their work and school

schedules do not align. As a result, in addition to time, other factors like distance, cost, the

physical environment, and the psychological environment also have an impact on how well

students do. Working while studying can be challenging, but it is possible for education students

to succeed academically while balancing their employment responsibilities.

The effects of being a working student on the academic performance of Education

students in Bestlink College of the Philippines. The study identifies factors that can affect the

academic performance of working students, including scheduling issues, distance, cost, physical

environment, and psychological environment. The study aims to help students become aware of

these factors and learn how to manage them effectively.

The academic performance of working students at St. Rose College Educational

Foundation Inc. The study may provide additional insights into the specific challenges faced by

working students in that institution, such as the impact of workload and support systems on

academic performance. By exploring these challenges, the study aims to identify strategies that

can support working students' academic success while balancing their employment

38
responsibilities.

It can infer that working students in different institutional contexts face similar challenges

in balancing their work and academic responsibilities. Both studies highlight the importance of

time management and identify other factors like distance, cost, and environment that can impact

academic performance. However, the St. Rose College study may provide more specific insights

into the challenges unique to that institution.

Dean Mole (2019). Being a working student is not an easy situation. But sacrifices are

forced to be made to fight the struggle in life. Today's students often work part-time jobs to help

support their families. In rare cases, a student is compelled to work while in school in order to

support his or her family. There's a student who's studying their dream course. The students need

to pay Php. 24,000 for this semester. He said that, "Gusto kong umangat sa hirap. Kakayanin po,

kailangan po eh. Kung hindi ako kikilos, walang mangyayari." It's clearly understood that he

works for needs. According to the Commission on Higher Education (CHED), "Only 50% of

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

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

of those students were advised by the CHED to pick a work that is close to the field or course of

student. In this research, we aim to gain different experiences from diverse communities and

gather them all together and come up with a better exercise and new discipline to help and

inspire working students to keep them doing what they're doing. This research also aims to

inspire other non-working students to get a job, especially students with financial problems.

Dean Mole's statement highlights the challenges faced by working students who often

have to make sacrifices to support themselves and their families. The Commission on Higher

Education (CHED) reports that only 50% of working students are able to complete college due to

39
difficulties in coping with studies, poor health, or insufficient funds. In contrast, the research

study on the academic performance of working students at St. Rose College Educational

Foundation Inc. aims to gather diverse experiences and insights to develop effective strategies

that can support and inspire working students to succeed academically. Additionally, the study

aims to encourage non-working students, particularly those facing financial problems, to

consider getting a job to support themselves while studying. By connecting the experiences of

working students and exploring strategies for academic success, the research hopes to provide

valuable guidance and inspiration to students facing similar challenges.

Eppie G. Gaytos et al. (2020). This study focused on the investigation to know if the

students are experiencing the aspect of working while studying at Eastern Samar State

University-Guiuan Campus. The study shows the perception of students on working while

studying also they indicate the reasons why they engage on working and the impacts of being

employed to their academic performance. Based on the results of the study, the following

recommendations were given: For the University, to improve provided services in order to help

students (1) engage in working while studying, (2) help students to achieve the balance between

working and academic performance.

The study conducted by Eppie G. Gaytos et al. (2020) and on the academic performance

of working students at St. Rose College Educational Foundation Inc., highlight the challenges

faced by students who work while studying. While the former focuses on the experiences of

students at Eastern Samar State University-Guiuan Campus, and the latter focuses on students at

St. Rose College, both studies share a common goal of understanding the impact of work on

academic performance. The recommendations provided in both studies emphasize the need for

institutions to provide effective support services to help students balance their work and

40
academic responsibilities. This includes strategies to help students manage their time effectively,

and support systems to assist them in addressing challenges such as financial constraints and

workload. Studies underscore the importance of supporting working students in achieving

academic success. They highlight the need for institutions to develop effective strategies and

support systems to help students manage their responsibilities and achieve a balance between

work and academic performance.

Student Employment is a very common practice in the Philippines. With a significant

portion of the student population engaging in part-time jobs, it is not a surprise to find working

students in a classroom, especially in colleges and universities. They get employment from a

variety of industries, mainly from food service, to sales and entertainment, aside from the usual

jobs such as student assistants. Due to financial obstacles, a lot of college students try to juggle

school and work, causing a variety of problems for them. Ranging from difficulties in time

management, decline in school performance, health problems, and to personal and social

problems, part-time working students face a lot of challenges and difficulties trying to balance

both. The difference between working and non-working students to finance their own education.

Non-working students have lots of time to study or to make their requirements in school or lots

of time to their Academic such as they can study well, making reports and etc. while for the

Working Students they manage their time enable to do their academic to get good grades even

they are Working while Studying. Jazelle Bantilan (2014).

The statement by Jazelle Bantilan highlights the common practice of student employment

in the Philippines, with many college students taking on part-time jobs to finance their education.

This aligns with the research study on working while studying the academic performance of

working students at St. Rose College Educational Foundation Inc., which focuses on

41
understanding the challenges faced by these students.

Both the statement and the research study recognize that working students face various

difficulties in balancing their work and academic responsibilities. These challenges include

problems with time management, a decline in school performance, health issues, and personal

and social problems. The research study aims to explore the impact of work on the academic

performance of working students at St. Rose College and potentially identify strategies to

support their success.

While the statement by Jazelle Bantilan highlights the differences between working and

non-working students in terms of time availability, with non-working students having more time

to focus on their academics, the research study aims to understand how working students manage

their time effectively to achieve good grades despite their work commitments. Both research

study highlights the challenges faced by working students in balancing work and academics.

They recognize the need for effective time management and support systems to help working

students succeed academically while juggling their work responsibilities.

Conceptual Framework

The entire flow of this exploration is shown below in a schematic diagram. This scheme

entails the profile of the working students at St. Rose College Educational Foundation INC that

includes age, sex, status, academic status, year level, work, and monthly income. The next box

pertains to the academic challenges of working students toward these elements: financial, social,

classroom environment, and relational issues of teachers and students. These are the factors that

are commonly reported as academic challenges by working students. The purpose of this study is

to be able to properly determine whether the above-mentioned aspects affect and help to define

42
the challenges that each working students faces. In order to provide an effective solution to this

issue, it is deemed best to first identify the issues and challenges facing working students. Hence,

the data gathering method includes key interviews and focus group discussions with several

working students who are presently enrolled in St. Rose College Education Foundation Inc.

43