“Lived Experiences of Working Students of Joji Ilagan International School

of Hotel and Tourism Management”

A Thesis Manuscript Submitted to the Faculty of Joji Ilagan International School

of Hotel and Tourism Management, General Santos City

In Partial Fulfillment of the Requirements for the Degree

BACHELOR OF SCIENCE IN TOURISM MANAGEMENT

By

LANTUD, MIKA INSHIRA KHAN

ISABEL C. AGREDA, LPT

Adviser

JULY 2023
 TRANSMITTAL

The research entitled “LIVED EXPERIENCES OF WORKING STUDENTS OF

JOJI ILAGAN INTERNATIONAL SCHOOL OF HOTEL AND TOURISM
MANAGEMENT,” prepared and submitted by:

1. LANTUD, MIKA INSHIRA KHAN D.

In partial fulfilment of the requirements for the degree BACHELOR OF SCIENCE

IN TOURISM MANAGEMENT, is hereby accepted.

ISABEL C. AGREDA, LPT

Adviser


Date

Accepted as partial fulfillment of the requirements for the degree of

BACHELOR OF SCIENCE IN TOURISM MANAGEMENT.

ALADIN M. IBRAHIM, DM
Coordinator for Research and Publication


Date

RANDY ROLDAN B. LANOZO, MBM

School Dean

ii
 
Date

APPROVAL OF RESEARCH MANUSCRIPT

Name of Researcher:

1. LANTUD, MIKA INSHIRA KHAN D.

Degree/Program: BACHELOR OF SCIENCE IN TOURISM MANAGEMENT

Research Title: “LIVED EXPERIENCES OF WORKING STUDENTS OF JOJI

ILAGAN

INTERNATIONAL SCHOOL OF HOTEL AND TOURISM

MANAGEMENT”

APPROVED BY THE ADVISORY COMMITTEE

ISABEL C. AGREDA, LPT

Adviser Date

ASHLEY B. PULOG, LPT

Member Date

ERIKAGEN BALAAN, LPT

Member Date

Recommending Approval: Approved by:

ALADIN M. IBRAHIM, DM RANDY ROLDAN B. LANOZO, MBM

Research Chairman School Dean

iii
 ACKNOWLEDGEMENT

First and foremost, the researcher would like to thank the Almighty God for

his guidance throughout this journey and protection for all the struggles to

successfully pass this course.

The researcher would like to sincerely express her gratitude to her research

1 and 2 advisers, Ms. Ashley B. Pulog, LPT, Ms. Isabel C. Agreda, LPT, Ms.

Erikagen Balaan, LPT and to their Coordinator for Research and Publication of Joji

Ilagan International School of Hotel and Tourism Management, Mr. Aladin M.

Ibrahim, DM., for the advice and guidance in making this study successful.

The researcher would also like to thank the School Program Head, Mr.

Froiland Tabsing, Concurrent School Dean and Director for Academics, Mr. Randy

Roldan Lanozo, MBM and the Research Chairman, Dr. Aladin Ibrahim for their

approval of conducting the study.

Also, a warm appreciation to the beloved mother and friends of the

researcher for the support and guidance. For allowing and providing the needs of

the researcher especially in financial assistance and moral support to complete the

requirements.

Lastly, the researcher would like to thank all the S4W participants, for their

patience and cooperation, and the time spent answering the research interview

questions.

The Researcher

iv
 DEDICATION

This study is the fruit of hard work and countless sacrifices. Through the

effort of the researcher, this study is proudly dedicated behind the success of this

paper. This research paper is also dedicated to the mother of the researcher who

gives her outmost support. It is also dedicated to the advisers of the researcher

who are behind in the making this research possible through guiding the

researcher to complete this study. The researcher would also like to dedicate this

study to all working students who are facing different challenges when it comes to

school and work. To the school who gives opportunity to researchers to nurture,

test their skills and abilities, and cooperation to build this study. Above all, to our

Almighty God who showered us His blessings in our everyday lives, especially the

strength, courage, patience, and wisdom in completing this research paper.

The Researcher

v
 ABSTRACT

This research study aims to determine the lived experiences of working

students at Joji Ilagan International School of Hotel and Tourism Management

located in General Santos City. The researcher used qualitative research to

determine the different factors that could affect working students' performance at

school or work. Data analysis was used for this research to evaluate and analyze

the data that has been gathered. The findings of the study indicate that the

challenges of working students at Joji Ilagan International School of Hotel and

Tourism Management located in General Santos City are pervasive for the two

factors–Time constraint execution and student capability in Financial

Management.

vi
 TABLE OF CONTENTS

Page

Title Page i
Transmittal ii
Approval of Research Manuscript iii
Acknowledgement iv
Dedication v
Abstract vi
Table of Contents vii
List of Appendices viii

CHAPTER I INTRODUCTION 1
Background of the Study 1
Theoretical Framework 3
Statement of the Problem 4
Significance of the Study 5
Scope and Limitation 6
Definition of Terms 7

CHAPTER II REVIEW OF RELATED LITERATURE 8

CHAPTER III METHODOLOGY 13

Research Design 13
Sampling Method 14
Sources of Data 14
Research Instrument 15
Data Gathering Procedure 15

CHAPTER IV PRESENTATION, ANALYSIS,

AND INTERPRATATION OF DATA 19

CHAPTER V SUMMARY OF FINDING,

CONCLUSIONS AND RECOMMENDATIONS 23
Summary of Findings 23
Conclusions 24
Recommendations 25

REFERENCES 27

APPENDICES 30

CURRICULUM VITAE 49

vii
 LIST OF APPENDICES

Figure Title Page

A Research Questionnaire 31

B Letter to the Participants 34

C Validation of Research Tool 35

D Certification of Grammarian 39

E Similarity Index 40

F Transcriptions 43
 CHAPTER I

INTRODUCTION

Background of the Study

Working while studying is a challenging endeavor, particularly for full-time

working students who dedicate more hours per week to their jobs (Tuttle, 2005).

Balancing academic and work responsibilities demands significant mental and

physical effort, often resulting in feelings of stress and tiredness. Working students,

especially those from low or middle-income families burdened by financial

constraints, often choose to work and study simultaneously, viewing it as a

necessity rather than a choice (Devlin et al., 2008). This dual commitment can

have both positive and negative effects on students, influencing their confidence,

time-management skills, and future employability (Haqifa, 2013).

Despite the potential benefits, some research studies indicate that working

students may experience compromised academic performance and social

engagements (Tuttle, 2005). The rising tuition costs and other college expenses

contribute to this situation (Devlin et al., 2008). Unfortunately, the demands of

continuous work and study may lead to poor eating habits, as working students

often resort to convenient, unhealthy food choices (Dolan, 2015). Such dietary

patterns can increase the risk of obesity and related chronic diseases over time

(Bransford et al., 2000; Busch et al., 2003).

 According to Bransford et al, (2000), if students will have poor eating habits,

these may lead to obesity and may develop some related chronic diseases that

may develop over an extended period. (Busch, et al., 2003), Nevertheless, the

impact of working while studying varies, with positive aspects including enhanced

financial budgeting skills, independence, time management, and problem-solving

abilities (Devlin et al., 2008). On the other hand, working more than 35 hours per

week might negatively affect students' focus on their academic responsibilities,

potentially leading to academic setbacks or dropout risks (Devlin et al., 2008).

Consequently, understanding the effects of working on students in society is vital,

especially considering the increasing rate of working students over the years

(Alipio, 2020).

This study aims to explore the lived experiences of working students who

simultaneously study and work, focusing on their time management and academic

performance (Creed et al., 2015). The limited time available for sleep, studying,

and maintaining proper eating patterns poses challenges for working students

(Creed et al., 2015). By delving into these experiences, the research seeks to shed

light on the impact of working while studying on students' academic journey and to

understand the challenges they face in our society (Alipio, 2020). Despite the

responsibilities and sacrifices involved, many less fortunate students willingly

embrace the dual roles of working and studying as they strive to secure their future

and financial stability (Alipio, 2020).

2
Theoretical Framework

Theory of Academic Performance

The theory of academic performance, developed by Elger (2007),

emphasizes six essential concepts that form the foundation for assessing and

improving academic achievements. Academic performance involves producing

evaluated results, either individually or collaboratively in a group setting. It

encompasses critical thinking, the impact of the learning environment, and

engagement in various practices. Educators face a challenge to enhance their

academic performance, thereby empowering themselves to facilitate the learning

and growth of others (Wiske, 1998).

Learning and personal growth empower individuals to create significant

impacts and contribute to making the world a better place, making it a primary goal

of higher education over the years. The Theory of Academic Performance is highly

relevant to the study, "Lived Experiences of Working Students of Joji Ilagan

International School of Hotel and Tourism Management." As working students

strive to balance their academic commitments with their job responsibilities,

understanding the factors that contribute to their academic performance becomes

crucial.

Furthermore, the theory's emphasis on educators empowering themselves

to support the learning and growth of others also holds significance for the school's

faculty and administration in providing effective support to working students.

3
 Pickle Jar Theory

The Pickle Jar Theory, proposed by Wright (2002), is a relevant and contemporary

approach to time management. This theory focuses on effectively managing time

(Olubor & Osunde, 2007). It highlights the importance of achieving balance in

allocating time for various activities and tasks, based on individual priorities.

Successful time management involves effectively handling responsibilities and

challenges within designated time frames.

For students, effective time management is crucial for fulfilling study-related

tasks, and the ability to manage time efficiently often determines their success at

each academic level. By applying the principles of the Pickle Jar Theory, the study

can assess how working students allocate their time for various responsibilities

and tasks and understand the impact of time management on their academic

success and overall experiences at the institution.

Statement of the Problem

The objective of this study is to find out the problems encountered by

working students of the Study for Work (S4W) Program of Joji Ilagan International

School of Hotel and Tourism Management and its effect on their academic

performance as a basis of this study.

Specifically, this study aims to find out the following grand tour question:

1. What are the challenges of working students of Joji Ilagan International

School of Hotel and Tourism Management?

4
Objectives of the Study

This study generally aims to conduct on the lived experiences of working

students of Joji Ilagan International School of Hotel and Tourism Management in

General Santos City.

Specifically, it aims to:

1. Know the different experiences encountered by working students of Joji

Ilagan International School of Hotel and Tourism Management in General

Santos City.

2. Understand working students' specific live experiences at Joji Ilagan

International School of Hotel and Tourism Management in General Santos

City.

3. Analyze the importance of work to support the education of working

students of Joji Ilagan International School of Hotel and Tourism

Management in General Santos City

Significance of the Study

This study is very significant to the following:

Future Researchers

It will guide future researchers to understand how education can impact

working students. It can also provide significant benefits from this study's gathered

data.

Parents of the Working Students

This study will help parents of the working students bring an idea of the

importance of education in their children's future. Furthermore, it may help them

5
understand the support their children need and how to be more supportive and

understanding towards their children.

Working Students of Joji Ilagan International School of Hotel and Tourism

Management

This study will help them manage their academic and work

responsibilities—helping working students balance their work so that their school-

related activities will not be affected or vice versa.

Teachers of Joji Ilagan International School of Hotel and Tourism

Management

This study could help teachers to get to know more their students especially

those who are working. Teachers must understand students’ situation and provide

additional support that are needed for the academic performance of their working

students.

Scope and Limitations

The scope of the study was focused on determining the effects of working

while studying for working students in our society. The research employed a

qualitative design to gain in-depth insights into the experiences of these

individuals. One notable limitation of the study was the small sample size, which

included only four participants. These participants were exclusively working

students enrolled at Joji Ilagan International School of Hotel and Tourism

Management. Consequently, the generalizability of the findings to a broader

population might have been limited.

6
 Additionally, the interviews were conducted on a single date, July 13, 2023,

in General Santos City, which might not have fully captured the diversity of

experiences among working students in other locations or at different times. As a

result, the study's findings could be considered context-specific and may not be

readily applicable to all working students in various educational institutions and

locations.

Definition of Terms

This section of the study consists of terms made easier for readers to

understand. The researcher defined the following items according to how they

were used in the study.

General Santos City it refers to a place where this study was conducted

and particularly associated with a significant number of heritage landmarks

compared to other cities in the Philippines.

Joji Ilagan International School of Hotel and Tourism Management An

international school that is offering regular classes for tourism and hospitality

students and study for work class for those working students.

Lived Experience The different challenges encountered by working

students of Joji Ilagan International School of Hotel and Tourism Management

while working and studying.

Study for Work (S4W) A Saturday and Sunday class offered to working

students by Joji Ilagan International School of Hotel and Tourism Management.

7
 Working Student Working students are those currently enrolled at Joji

Ilagan International School of Hotel and Tourism Management under the study for

work (S4W) program.

8
 CHAPTER II

REVIEW OF RELATED LITERATURE

Education is the key to understanding why individuals attend school so they

can have a fine-paying job after a long and tiring college years, and there is no

shortcut (Devlin et al., 2008). Students are mandated to finish college level to earn

units and have a college diploma that they can use to find and apply for a job. In

order to continue their education in college, one factor a student must consider is

their financial capacity for their educational needs. The more complex their chosen

course, the more expensive it will be for their tuition fee. As time passes, tuition

fees increase, and more students are determined to find part-time jobs. The salary

that they will receive will serve as their addendum to finance their expenses and

tuition fee.

Devlin (2008) states that utilizing the availability of financial aid could help

students graduate from college. There is also a growth of working students in our

society. A division between a company’s management towards working students

and making sure they can suit the needs of their working students (Curtis et al.,

2001). A division also depends on the company that suits its student workers. The

amount of time depends on the student's availability to work and their schedule.

Full-time working students render from 6-8 hours, while on the other hand, part-

time is only 4-5 hours.

 As cited in the study of Harvey (1998), college students tend to work during

their pre and post-college years. They also believe that while working, they can

help their family’s needs. Students start work as early as 18 years old (Markel and

Frone, 1998). Student engagement is understandable in work and study. They

need more focus and dedication, the time and energy to sharpen their learning in

school and work.

Lucas (1997) states that students seeking job opportunities can enhance

their skills needed in the industry. Companies encourage students to work,

developing their programs to provide the needy and aspiring applicants with a

settled job soon. According to Robinson (1999), it emphasizes some information

about students, and it is essential but time-consuming to manage both times as a

staff and student cope with work and study.

Effects of Working while Studying

Nakamoto et al. (2010) state the effects of work on academic performance

and observe how students devote their time attending school and work contributes

to the student’s ability to think, reason, social responsibility, and mental well-being.

It also states that 20 hours or more positively affected students’ well-being, and

students who worked off-campus also showed proactive leadership skills. Work

did not show too much lousy effect on cognitive outcomes like reasoning and

critical thinking, but it has a positive effect on students’ well-being and leadership

skills when working many hours.

Curtis (2002) mentioned there was an increase in the number of working

students; it can also contribute to a desire to minimize loans and debts. Students

10
also push themselves to the limit to prove to the world that they can manage their

time best and make the most of it by working while studying simultaneously.

Synthesis

Financial considerations emerge as a significant motivation for students to

engage in part-time work while studying. As college tuition fees continue to rise,

many students find it necessary to seek additional income to finance their

educational expenses. Devlin et al. (2008) emphasize the importance of financial

aid in helping students graduate from college successfully. This growing trend of

working students in society is met with various responses from companies, with

some organizations accommodating the needs of their student workers (Curtis et

al., 2001). Consequently, students are faced with the responsibility of balancing

their work commitments and academic pursuits.

The experiences of working students entail managing their time effectively

to fulfill both work and study requirements. Studies by Markel and Frone (1998)

highlight the significance of student engagement in both domains, as students

strive to develop skills needed in their future careers while coping with the

demands of education and employment. Lucas (1997) observes that job

opportunities can enhance students' industry-specific skills, enabling them to gain

practical experience alongside their studies.

While working, students often face challenges related to cognitive outcomes

and academic performance. Nakamoto et al. (2010) discuss the effects of work on

students' well-being, social responsibility, and leadership skills. It is evident that

managing work hours efficiently becomes essential, as excessive work hours can

11
have both positive and negative effects on students' overall well-being and

cognitive abilities. However, the desire to minimize loans and debts (Curtis, 2002)

drives students to push themselves to their limits and demonstrate their ability to

balance work and study effectively.

12
 CHAPTER III

METHODOLOGY

Research Design

In this study, the researcher used a descriptive-qualitative design.

Descriptive qualitative design is used to explain the lived experiences of working

students of Joji Ilagan International School of Hotel and Tourism Management.

The main focus of the study is based on descriptions by the participants involved

in the study. Descriptive design describes a situation, problem, or conditions that

provides information that would describe and address specific issue Kim et al,

(2017).

Qualitative research explores and provides a deeper understanding and

meaning into the real-world problems. Instead of collecting numerical data,

qualitative research helps investigate and understand qualitative data being

gathered. It gathers participants’ experiences and answers the how’s and whys

instead of how much or how many. It is a stand-alone study that introduces the

readers to basic concept and definition. It allows readers to understand the study

easily without relying on numerical data or charts

Moser et al, (2017).

Through descriptive-qualitative design, this could easily determine the

effectivity of the study approach in figuring out the different challenges faced by
working students. The aim of the researcher is to gather descriptive information

from the participants through an in-depth one-on-one interview.

Sampling Method

To identify the participants, the researcher utilized a purposive sampling

technique. Purposive sampling was chosen to ensure that the selected participants

could offer in-depth perspectives and experiences relevant to the study's

objectives. This sampling approach aligns with the researcher's intention to focus

on individuals who possess specific attributes and experiences related to being

working students at Joji Ilagan International School of Hotel and Tourism

Management in General Santos City.

By employing purposive sampling, the researcher targeted participants who

could contribute meaningful information, enhancing the quality and depth of the

study's findings. This approach also facilitated a more efficient data collection

process, as the researcher was able to focus solely on qualified participants,

thereby avoiding unnecessary data that may not have directly addressed the

research questions.

Sources Of Data

To effectively analyze and evaluate the research results, primary sources

of data were considered by using the purposive sampling. The source of data were

the responses about the different lived experiences of working students of Joji

Ilagan International School of Hotel and Tourism Management in General Santos

City. The researcher also used secondary sources of data such as articles,

journals, online tools and platforms.

14
Research Instrument

The researcher utilized a researcher-made questionnaire to collect data

from the participants of the study being conducted. The participants were

interviews through an in-depth face to face interview by using an audio recording

and transcription. All questions were designed to address the research objectives

and effectively analyzed participant’s responses. On the other hand, additional

questions were also asked during the interview.

Data Gathering Procedure

The researcher conducted this study following the steps:

Validation of the Interview Questions. In developing the interview

questions, the researcher created two researcher-made questions for the working

students of Joji Ilagan International School of Hotel and Tourism Management.

After the researcher made the interview questions, the researcher sought three

validators with higher education and degrees to validate the two questions the

researcher created.

Letter to the Participants. To proceed with the data gathering of the

researcher, the researcher created an authorization letter for the participants to be

aware that there will be a research study that needs their response as they are the

only qualified individuals for the study. The institution of the researcher also

validated the authorization letter.

Conduct of the Interview. During the study, the researcher scheduled a

face-to-face interview with the four (4) participants based on the participants’

availability and convenience in a formal setting.

15
 Transcription of the Recorded Interview. The researcher organized the

collected data from the interview. After the data has been collected, the researcher

will analyze and interpret the interview results. The researcher will keep the

participants' confidentiality, and the interview data will be kept private between the

researcher and the participant.

Data Analysis

After data collection, thematic analysis was used to examine the

participants’ responses. The researcher used an audio recorder during the

interview because the participants are the main source of data. Information gained

from the conducted interview were transcribed for each participant. Transcription

is the subject of the thematic analysis using a method developed by Giorgi (1985).

It aims to develop themes that are essential in the lived experiences of students

about their school and work life.

First Step. The transcribed interviews were re-read and analyzed multiple

times to become familiar with the gathered data. The researcher made sure to

transcribe using the research instrument, audio recording.

Second Step. The researcher went through the data gathered from the

transcription of every significant text that seemed relevant to the study or to

address the research objectives.

Third Step. The search for themes refers to the themes based on the

significant statements from the participants. The researcher evaluated the data

and saw most of the collected data matched to form a theme. For example,

participants needed help dealing with time management and financial

16
management. The researcher compiled the relevant information into a theme and

arranged it into a specific theme which convey something specific about the

research question.

Research Rigor and Accuracy

It is critical to ensure the common standard of rigor is practice to increase

the credibility of the study and the confirmability that involves asking research

subject to verify the transcription of the interview, Whittemore (2001).

Confirmability

It concerns the accuracy of the researcher’s interpretation, and findings are

clearly derived from the gathered data. It requires the researcher to signify how

conclusions and arrangements have been gathered Tobin et al., (2004).

Confirmability is only established once credibility, transferability, and dependability

are all present. In order to ensure the confirmability if the study, the researcher

highlighted the significant statement from the data analysis to provide decision.

The researcher also made a research-made questions guide we inspected and

evaluated by the experts that has a connectivity on the study.

Dependability

To achieve dependability, researcher ensure that the research process is

logical, traceable, and properly documented Tobin et al., (2004). Whenever

readers will check to see if the research process are better able to be the

dependability of the research. It does show the reliability to all the sources and

how the researcher gathers the data. This was done to ensure the findings were

accurate through proper documentation that is being required.

17
Credibility

This addresses the clarity between the participants point of view and the

researcher’s representation of them. A technique to address credibility include

activity such as prolonged engagement, observation, and data collection Lincoln

et al (1985). The researcher’s credibility was increased by outlining their study

knowledge about the objectives being studied and checking the results with their

participants.

Transferability

The researcher is responsible for providing descriptions who seek transfer

the findings to their own interpretation that can judge the transferability Lincoln et

al (1985). The researcher provided evidences from the responses of the

participants who have a role in the study on the lived experiences of working

students.

Locale of the Study

The study will be conducted in Joji Ilagan International School of Tourism and

Hospitality Management in General Santos City. This is selected in order to reach

all S4W working students enrolled, to know the problems encountered by working

students and its effect on their academic performance.

18
 CHAPTER IV

RESULTS AND DISCUSSION

Table 1. Profile of the Participants

Participants Nature of Work

1. S1 Customer Service Representative

2. S2 Part-time Cashier

3. S3 Online Moderator

4. S4 School Volunteer Teacher

Participant number one (S1) was the first to approved on being interview for

this study. She has a previous working experience as a Customer Service

Representative in Davao City way back in 2022.

Participant number two (S2) was the second to accept the interview. He

works as a Part-time Cashier at a local market in General Santos City.

Participant number three (S3) was the third to approved being interviewed

for this study. She had a previous working experience as an Online Moderator.

Participant number four (S4) was the last to accept the interview for this

study. He has been working as a School Volunteer Teacher every weekday since

2019.
Thematic Results

The following presentation describes how working students of Joji Ilagan

International School of Hotel and Tourism Management through an in-depth

interview. In this part, the researcher used a grand tour question. Based on the

data gathered, the researcher formulated two (2) clustered themes by criticizing

the relevant statements from the conducted interviews. Two (2) core themes were

also developed from the clustered themes, which would give meaning to

understanding and describing the lived experiences of working students.

Table 2. Thematic Map for lived experiences of working students

Clustered Theme Core Theme

Time Management Time Constraint Execution

Financial Problem Student Capability on Financial Management

Time Constraint Execution The first theme from the data is the time-constraint

execution of working students. Participants mentioned time management in the

interview, a challenge they encountered while working and studying

simultaneously.

S1 stated: “As a working student, like ah, siyempre naga work, at the same

time naga study, ay yung mga challenges na para sakin is, ano din. Pero makaya

lang is yung time management talaga. Ah, pano i-balance yung work at tsaka yung

study tapos yung, ah. Pagka pagod kasi siyempre naga work pa then, after ng

20
work mag may klase. So, yun yung para sakin yung mga challenges of being a

working student.” [1-8]

(As a working student, since working and the same time studying, some of

the challenges is Time Management. On how to balance work and study especially

when being tired from work but still have classes after. So that’s the challenges for

me that I’ve encountered by being a working student.)

S3 stated: “As a working student, ah mga challenges na, na encounter ko

while working and at the same time ah, studying, is ah. Yung time, management

ko is ano. Ah, hindi siya… yung naka ano talaga naka organize kasi. Ah, sa. Kasi

for S4W is Saturday Sunday lang ang, ang class. And then pag after ng class

Saturday Sunday is ah, ah, hindi ko ma. Hindi ko ma, organize ang time ko kasi

minsan may quiz, minsan may work so hindi ko alam kung ano ang unahin ko

talaga. Yun time management lang talaga tsaka yung ano, yung hindi organize

ang, ang. Ang ano ko, sa, ano, sa araw na yon.” [59-70]

(As a working student, the challenge I have encountered while working while

studying is time management. Because I have difficulties organizing time to

balance work and school at the same time.)

S4 Stated: “Ahm, actually, as a working student. Ah, ahm… ah, lisod siya

kay Kumbaga while studying is, is naa kay gina isip na kumbaga naga bother

saimong ano, saimong. Kumbaga is after, after studying is kumbaga kailangan pa

mag isip pa kung ah, ano kailangan na ano, anong kailangan mong gawin after.

21
Then, Kumbaga ang time, ang time, ang, ang, ang time management is kumbaga,

lisod.” [95-102]

(As a working student, it is difficult because you are bothered about your

studies. Time management is also my problem, and mostly stressed. It is tough to

balance work and study.)

Student Capability on Financial Management This theme arose from the

interview—the challenge of student capability in financial management regarding

their school fees.

S2 also said:

“As a working students, ah yung mga challenge na ma encounter ko is,

Yung, yung mahirap. Yung ano yung, lack ka sa financial. Kaya mo ginawa yung

ano, yung pag wo-workinyg para, ah ma tustusan yung pag-aaral mo.” [40-42]

(As a working student, challenges I’ve encounter is lack of financial. That’s

why you decided to work in order to support your studies.)

22
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter presents the summary of findings derived from the interpreted

data, conclusions from the presented data, and recommendations derived from

interpreted data. The researcher looked at the different lived experiences of

working students of Joji Ilagan International School of Hotel and Tourism

Management.

Summary of Findings

This study shows that most Joji Ilagan International School of Hotel and

Tourism Management students worked while studying. These students decided to

work while studying vary from one person to another. Nevertheless, the main

challenges these students encountered were Time Constraint Execution and

Student Capability in Financial Management. Working while studying has both

positive and negative effects.

Time Management – This theme emerged as mostly of the participants

discussed and addresses the difficulty in managing their time when it comes to

work and studying at the same time.

Financial Problem – One participant highlighted this theme in the approach

of financial difficulty. It highlighted one of the difficulties because students decided

to work in order to support their educational needs.

 Students earn while working and working on their college degrees one step

at a time. However, these findings showed us that students encountered managing

their time management and problems with financial capability compared to those

students who don’t work. Working students had a hard time managing their time

due to work load and school deadline and requirements.

The participants were four (4) working students at Joji Ilagan International

School of Hotel and Tourism Management. The researcher conducted a face-to-

face interview and utilized the formulated questionnaire to find the most significant

data from the conducted interview.

The results of the data analysis show two (2) clustered themes and two (2)

core themes gathered from the participants' responses. These themes were the

basis of the lived experiences of working Joji Ilagan International School of Hotel

and Tourism Management working students.

Conclusion

Attending school while working outside school campus may have a negative

effect on students’ academic performance, there seems to also have some

advantage. Although students encounter some difficulties, they seem to properly

manage their responsibilities with work and school. It also appears that students

prioritize their academic more than anything else. Teachers also need to consider

the situation of working students, especially that they are trying to cope with their

school requirements from time to time.

24
 Based on the study findings, working students encounter common

challenges while working and studying. According to Fjorto (1995), students who

devote their time to working have lessened their academic and social activities and

can face different challenges. It may affect students’ critical thinking and mental

well-being, and they may face stress. This study emphasizes the different lived

experiences of working students.

It also points out one of the negative effects of working while studying which

shows exhaustion from the routine of work and school. Some students have less

sleep compared to those regular students who doesn’t go to work and attend class

at the same time. Working students likely to feel stress as they are trying to keep

up with their jammed-packed schedules Steinberg & Dornbusch (1991).

Recommendation

Based on the result of the study conducted, the researcher recommended

the following recommendations:

1. To working students, time management is essential in working while

studying; you should put less pressure on both responsibilities. Learn

how to manage time and balance those with your studies and work.

2. For future researchers, Increase the number of participants to have a

more accurate result and explore the common vital themes.

3. To the teachers, motivate your students to pursue their studies and

understand them, and keep going until they surpass all their difficulties

in school while working.

25
4. To the parents, continue guiding your children because it could lessen

their worries and problems at school and work. It could help them boost

their abilities and strength to succeed in their chosen path, not just in

school but also in their chosen work. If parents could provide some

amount to help ease the financial problem of their children in paying their

school fess.

26
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29
APPENDICES

30
 APPENDIX A.

RESEARCH QUESTIONNAIRE

Part I: Orientation

Greetings, students! Thank you so much for taking the time off your busy

schedules to meet me. I am Mika Inshira Khan D. Lantud, a Third-Year student of

Joji Ilagan International School of Tourism and Hospitality Management under the

course of Bachelor of Science in Tourism Management. I am currently conducting

this study to know the experiences of working students.

Part II: Purpose of Interview

The purpose of this interview is to gather various perspectives regarding the

lived experiences of working students under the program of Joji Ilagan

International School of Tourism and Hospitality Management the Study for Work

(S4W). Thus, this interview would give the researcher the necessary information

to support the study. The researcher will ask questions about lived experiences on

how working students manage their time while working and studying, how

participants will respond and approach the order, and how potential dilemma

impacted their life as a working student.

31
Part III: Process of Interview

Please remember that in this open-ended interview, there are no correct or

incorrect answers to worry about. Therefore, participants are free to share anything

related to the study. The content of this discussion will be kept under confidentiality

only to be used for gaining a better understanding of their lived experiences. The

flow of the interview is as follows: researcher will ask questions to the participants

regarding with experiences and at some point, researcher may ask follow-up

questions for clarification about the response.

This discussion will last no more than 15 minutes, depending on your

responses, and for the duration of the interview, researcher would like you to speak

in a language you're most comfortable with. Moreover, please be informed that this

discussion will be recorded with a voice recorder and be written in field notes. Also,

note that you have willingly signed the consent form and voluntarily participated in

this study, but you can revoke your consent at any time. If there is anything you

would like me to elaborate on or clarify, please feel free to ask. Now, we will begin

asking questions.

Part IV: Interview Proper

Background Questions:

1. Good day, students! How are you today and what do you feel right now?

2. How many years have you been as a working student?

32
Main Questions:

1. As a working student, what are the challenges have you encounter while

working

and studying at the same time?

Concluding Questions:

1. Before we end this interview, what advice/s can you give to other working

students?

2. Is there anything else you would like to say or additional comments about

your answers?

3. Lastly, can we still get in touch with you for further clarification of your

answers?

Thank you for sparing time from your busy schedule to meet me today, students! I

am extremely grateful for the chance to have this opportunity to talk to you, and

your response will deeply benefit me and my study. With your response, I can

encapsulate the general response among working students. Thank you so much

for sticking with me until the end. Once again, I would like to extend my heartfelt

gratitude for your time, participation, and dedication to advancing the working

students.

33
 APPENDIX B.

LETTER TO THE PARTICIPANTS

Dear Participants:

Greetings!

I am a Third-Year student under the course of Bachelor of Science in Tourism

Management of Joji Ilagan International School in Hotel and Tourism
Management. Presently, I am conducting a study entitled “Lived Experiences of
Working Students of Joji Ilagan International School of Hotel and Tourism
Management”.

In the regard, I am asking for your precious time, and effort to answer all the
interview questions that are important and helpful for the completion of my study.

Rest assured that all data gathered from your answers will be kept in the highest
level of confidentiality.

Your positive response in this interview will be valuable for the success of this
study and will highly appreciate.

Thank you very much for your cooperation.

Respectfully Yours,

Mika Inshira Khan D. Lantud

Researcher

Noted By:

ISABEL AGREDA, LPT RANDY ROLDAN B. LANOZO, MBM

Research Adviser School Dean

34
 APPENDIX C.

VALIDATION OF RESEARCH TOOL (QUESTIONNAIRE)

35
36
37
38
 APPENDIX D.

CERTIFICATION OF ENGLISH CRITIC

ENGLISH CRITIC CERTIFICATION

_______________________________________________________________

This is to certify that the paper entitled:

Lived Experiences of Working Students of Joji Ilagan International School

of Hotel and Tourism Management

Prepared by

Mika Inshira Khan D. Lantud

Had been reviewed and edited for language appropriateness and grammatical

correctness by:

NNEKA O. ULANDAY, LPT

English Critic’s Signature Over Printed Name

July 17, 2023

Date

39
 APPENDIX E.

SIMILARITY INDEX

40
41
42
 APPENDIX F.

TRANSCRIPTIONS

TRANSCRIPT 1

1. Researcher: So ate, ah. As a working student, what are the challenges

2. Have you encounter?
3. S1: As a working student, like ah, siyempre naga work, at the same time
4. Naga study,
5. Ay yung mga challenges na para sakin is, ano din. Pero makaya lang
6. is yung
7. Time management talaga. Ah, pano i-balance yung work at tsaka
8. yung study
9. Tapos yung, ah. Pagka pagod kasi siyempre naga work pa then,
10. after ng work
11. Mag may klase. So, yun yung para sakin yung mga challenges of being a
12. working student.
13. Researcher: Uhm, aside from don, wala na ibang challenges? None so far?
14. Time management lang?
15. S1: Ahm, siguro yung ano din. Ah yung financial. Kasi kaya nga
16. naga ano work
17. Ano so, ah, yun yung financial, then ano pa ba.
18. Ah, para sakin. Yung ano talaga, yung time management lang talaga.
19. Researcher: Uhm, so ahm, bali ang challenges kay financial tsaka
20. Time management?
21. S1: Oo
22. Researcher: Ah, okay. Thank you. Sa number two, ahm, are there any
23. Challenges faced by students when working while, ahm, studying?
24. S1: Ah, I think yung answer ko is na ano na nung yung sa question
25. Number one
26. Yun yung sa time, and yung financial. Like for example,
27. siyempre pa pag working
28. Student. But for me naman, ah, sinusuportahan pa
29. rin naman ako ng parents ko
30. Pero for others, ah, for other students, like yung work lang yung, ah parang
31. Pag-asa nila na maka, ah… na maka school.
32. And, yun lang siguro. Para sakin.
33. May other questions pa ba?
34. Researcher: Ahm, ano ma advice mo sa mga working students, like us?
35. S1: Ah siguro ano lang, ah, yung tiyaga tapos pasensiya, then ano, to be
36. Kung may mga late na submissions like mapansin ko na
37. yung mga instructors
38. Mga professors, naga bigay sila ng ano, ng, parang. Ah, iniisip din nila
39. Yung sitwasyon. Like for example, naga bigay sila ng

43
40. extended time for the, ah…
41. Like yung mga quiz, or exams. So ano lang, ah, yun talaga yung time
42. Management. And then be patient lang din kasi,
43. para maka ano, maka tapos ng
44. Pag-aaral.
45. Researcher: Uhm, so far wala naman?
46. S1: Yun lang.
47. Researcher: Yun lang. thank you.

44
 TRANSCRIPT 2

48. Researcher: Sige na start na tayo, so ahm, good afternoon,

49. uhm. My question is
50. Question number one, as a working student, what are the challenges
51. You encounter?
52. S2: As a working students, ah yung mga challenge na ma encounter ko is,
53. Yung, yung mahirap. Yung ano yung, lack ka sa financial. Kaya mo ginawa
54. Yung ano, yung pag wo-working para, ah ma tustusan yung pag-aaral mo.
55. Researcher: Uhm, ah. Thank you. So uhm, aside from that one, uhm may
56. Challenges pa aside sa financial?
57. S2: Uhm… wala na po.
58. Researcher: Ah okay. Ah sa number two question, are there any challenges
59. Faced by students when working while studying?
60. S2: Yes po. Yung, yung, hirap, yung pag sabay ng pag ta-trabaho at
61. Pag-aaral. Ah, nandun yung multi-tasking para… matustusan yung ano mo
62. Yung tuition fee. Maka graduate. Yun po
63. Researcher: Okay. May ma advice ka sa mga, ah, working students?
64. S2: My advice po sa working students, continue lang. para ano, para
65. Sa future.
66. Research: Yun lang?
67. S2: Yes po.
68. Researcher: Thank you.

45
 TRANSCRIPT 3

69. Researcher: Ahm so good afternoon, ahm, my question for you is,
70. as a working
71. Student, what are the challenges you encounter?
72. S3: As a working student, ah mga challenges na, na
73. encounter ko while working
74. And at the same time ah, studying, is ah. Yung time,
75. management ko is ano.
76. Ah, hindi siya… yung naka ano talaga naka organize kasi. Ah, sa.
77. Kasi for
78. S4W is Saturday Sunday lang ang, ang class. And then pag after ng class
79. Saturday Sunday is ah, ah, hindi ko ma. Hindi ko ma,
80. organize ang time ko
81. Kasi minsan may quiz, minsan may work so hindi ko
82. alam kung ano ang unahin
83. Ko talaga. Pero minsan, is ah, gina pag sabay ko kaya
84. yang minsan. Ah minsan
85. Ma late ako minsan sa mga. Ah, ah, task. Ma late ako sa
86. mga, sa ano sa work ko
87. As a, as a, sa, as, sa as a mod sa mga ano. Kasi ang work ko kasi
88. dati is ano,
89. Yang mod. Moderator ako sa isang ano, streamer.
90. Kasi kaya mahirapan ako
91. And then, ayun. Yun time management lang talaga tsaka
92. yung ano, yung hindi
93. Organize ang, ang. Ang ano ko, sa, ano, sa araw na yon.
94. Researcher: Ah, thank you. Uhm, aside from that, may
95. iba pang challenges?
96. S3: Challenges? Uhm… wala naman. Wala naman masyado kasi ano,
97. Pwede ko naman na eh… eh… eh… pwede ko na eh, hindi muna gawin
98. Yung work ko as a mod kasi may mga iba naman na,
99. naga mod naman sa ano Wala naman masyado. Ano lang siguro, yang…
100. sa mga challenge. Uhm…
101. Yun lang talaga, ano. Hindi ko talaga ma organize yung time
102. management ko.
103. Researcher: Okay thank you. So uhm, number two question.
104. Are there any
105. Challenges faced by students when working while studying?
106. S3: Uhm… siguro sa ano, ah… sa amin kasi,
107. wala masyado kami naga ano ba
108. Yang wala masyado work saamin gud. Akin.
109. minsan is naka depende kasi yung
110. Ano ko, yung work ko. Naka depende kung sa isang week.
111. Naka depende

46
112. Siya ba kung mag work ako ng ganyan, ganyan. Kasi naka, naga base
113. lang din
114. Ako sa streamer na i-mod ko. Wala naman masyado. Siguro ano lang
115. talaga,
116. Yung mga challenges na general talaga is ano. Yang sa ano lang, uhm…
117. Kasi online class. Ah, yung mga ano lang. yung sa internet. Ganyan gud.
118. Hindi maka pasa, hindi maka exam. Yun lang talaga. Yun.
119. Researcher: So may ma advice ka sa mga working students?
120. S3: Sa working student, is for me, is kailangan talaga na eh, before na
121. mag ano
122. May ano ka talaga, time management. Yung, I-organize mo talaga yung
123. ano mo
124. Ah, i-organize mo talaga yung schedule mo. And then, yan talaga.
125. Work hard
126. Talaga kasi mahirap.
127. Researcher: So uhm, thank you so much for the answers. Yun lang.

47
 TRANSCRIPT 4

128. Researcher: As a working student, what are the challenges have you
129. Encountered?
130. S4: Ahm, actually, as a working student. Ah, ahm… ah, lisod siya kay
131. Kumbaga while studying is, is naa kay gina isip na kumbaga naga
132. Bother saimong ano, saimong studies like ah, ah, for example is, ah,
133. You’re a working student in a Jollibee, or you’re a staff. Kumbaga, night, night
134. Shift. Kumbaga is after, after studying is kumbaga kailangan pa mag isip pa
135. Kung ah, ano kailangan na ano, anong kailangan mong gawin after.
136. Then, Kumbaga ang time, ang time, ang, ang, ang time management
137. Is kumbaga, lisod. Like, kulang ka sa ano, kulang ka sa rest. Then kumabaga,
138. Ano eh, ang unod sa imong mind, is kumbaga, is. Thumbled rumbled kumbaga.
139. Ah, you’re out of your mind pag abot sa studies. For example, pag ka tomorrow
140. May quiz, then ang, after ng… ang, ng, shift out mo is, 10. 10 PM. Then, ahm,
141. May time ka mag study 11 to 12 then ang sleep mo is kumbaga, ah kulang para
142. Para ah, mag take ng exam. Then ng, ang, ang, ang, ang result, as a result
143. Sa exam is kumbaga maging failure din, ah, that’s it.
144. Research: Thank you. So ahm, aside sa namention mo na time management,
145. Are there any challenges pa?
146. S4: So sa time management is, kumbaga mahirap siya pero if pursigido ka is
147. Kumbaga, kaya man nimo siya mag ah, kaya nimo siya ma overcome. Pero
148. Yun lang may consequences sa body na, Kumbaga, may… may… ma
149. Apektohan gyud imong body, and ah, ah, labi na sa emotionally.
150. Researcher: Thank you. So ah, number two questions, ah, question.
151. Are there any challenges faced by students when working while studying?
152. S4: Actually, stress. Mostly stress din, din. Someone pa gani is maka feel ug
153. Ano,ug suicidal na kay… kumbaga, loaded na. loaded na mismo. For example,
154. Working kana, ikaw pa naga, naga study paka. So, so may.
155. Masabay pa gid ang thesis.
156. So, lisod siya. Lisod siya as a working student lalo na kung may ka
157. Grupo pa ka nga ano, may ka grupo ka nga, ah wala kay ga ano, ga represent
158. Or kumabaga, dili siya cooperative. Lisod jud siya as ano, as a working ano,
159. Working student. And, mao lang to. That’s it.
160. Researcher: Ah, thank you. So ah, may mga advice ka na masabi for working
161. Students?
162. S4: Well actually, kung advice is, ah, ah, ano lang gid. Like, ah, fix minded
163. Kumbaga, ah, don’t think negatively. Walay ano, walay… walay…
164. Tawag dito? Walang, wala. Dapat hindi mag ano, hindi mag tatak saimong mind
165. Nga ingani, ingani. Like that ah, then ano, always serve God kay ano, kay, ahm.
166. Everything has a purpose. That’s it.
167. Researcher: Thank you so much.

48
CURRICULUM
VITAE

49
Mika Inshira Khan D. Lantud
Provincial Address: Koronadal City, South Cotabato, Philippines
Contact Number: +639-567-240-532
Email Address: minshira29@gmail.com

OBJECTIVES:
To be one of the company in achieving their goals and objectives in terms of
good business client relation and fine costumer service.

EDUCATIONAL BACKGROUND:

August 2020 – Present : JOJI ILAGAN INTERNATIONAL SCHOOL OF

HOTEL AND TOURISM MANAGEMENT
Leon Llido St, General Santos City
Tertiary

March 2018 : NOTRE DAME OF MARBEL UNIVERSITY

Alunan Avenue, Koronadal City
Senior High School

March 2016 : NOTRE DAME OF MARBEL UNIVERSITY

Masikap, Brgy. Sto. Niño, Koronadal City
Secondary

March 2012 : NOTRE DAME OF MARBEL UNIVERSITY

Prk. Masikap, Brgy. Sto. Niño, Koronadal City
Primary

WORKING EXPERIENCE

January 2023 : CUSTOMER SERVICE REPRESENTATIVE

Teleperformance Philippines
Davao City

June 2022 : SOCIAL MEDIA MANAGER

Coffeebot Solutions
Davao City

50
TRAININGS AND SEMINARS ATTENDED

August 2022 : PRODUCT SPECIFIC TRAINING

Teleperformance Davao
Davao City

September 2021 : DIGITAL MARKETING 1

Zoom Webinar
Bayan Academy

August 2019 : PERSONALITY ENHANCEMENT TRAINING

MIHCA MANILA
Manila

51