The Impact of Working Student in Academic Performance of Grade 12

HUMSS Student at Leyte National High School

A Research Paper in Senior High Department

Submitted as Partial Fulfillments if the Requirements
In Practical Research 2

Lichristo P. Plumentera
Nelmar John M. Amascual
Nancy P. Alvarado
Norriene Jhenn Y. Resma

Arthur B. Dableo

October, 2023
 Table of Content

Chater 1. THE PROBLEM & ITS BACKGROUND

 Introduction
 Background of the Study
 Statement of the Problem
 Theoretical Framework
 Conceptual Framework
 Assumptions and Hypothesis
 Scope and Delimitation
 Limitation of the Study
 Definition of Terms
 CHAPTER 1

Background of Study

Working students is a term used to describe students who are pursuing both academic

and employment goals at the same time. The impact of employment on academic

performance is frequently critically examined in response to this dual role. It is crucial to

comprehend the complex factors, that mold these students' experiences as the lines between

school and employment continue to blur. This investigation probes the intricate interaction of

elements affecting the precarious balance between employment and school obligations, going

beyond simple statistical correlations.

It is crucial to acknowledge the variety of student experiences in order to

comprehend how working students' academic performance is affected. The availability of

support networks, one's own employment motivations, and one's socioeconomic background

all play critical roles in determining outcomes. This investigation aims to clarify the subtleties

of this intricate interaction, providing insights into the difficulties faced by working students

and possible repercussions for their academic careers.

Student employment is a very common practice in the Philippines. Working

student appears to be resistance to the thought of sharing their experiences with other,

possibly due the embarrassment (Kocsis, 2020). The changes in the academic environment

and working conditions affected several factors that can become a challenge or an

opportunity for working students (Choi et al, 2021). They must work to save and raise

finances (College Board, 2022). Families are increasingly having financial challenges as a

result of the rising cost of tuition, school fees, and other education-related expenses,

especially when it comes to managing their family budget based on their family income.

Working students spend money efficiently and work incredibly hard for the things required
(Ben, 2019). Filipino students struggle because they must maintain academic performance in

order to avoid obtaining a failing grade and work standards in order to keep their jobs.

(Abenoja et al. 2019) found out that studying while working is undoubtedly tough because it

requires managing your social life, family time, school, and work. Some studies show that

students who work are more confident and possess better time-management skills than full-

time students. They are adaptable and persistent in the face of adversity (Tus et al, 2022).

Working and learning simultaneously is a challenge, particularly for those who work

more than they study. Therefore, the issue we've decided to address is crucial since it will

help working students strike a balance between their academic and professional

responsibilities to avoid having their employment take priority over their studies or vice

versa.

Theoretical Framework

The dynamics of working students is rooted in several key sociological and educational

theories.

The Bourdieu's theory of cultural capital (Bourdieu, 1986) posits that an

individual's background, including socioeconomic status and educational resources,

profoundly influences their academic success. In the case of working students, the interplay

between their employment commitments and academic pursuits can be seen through the

academic performance of those students. The lens of Spady's integration model (Spady,

1970), which emphasizes the importance of aligning educational and occupational goals to

enhance student engagement and persistence that can be obtained through proper time

management of those students. The Tinto's model of student departure (Tinto, 1975) provides
insight into the factors that may lead working students to drop out, highlighting the

significance of institutional support and a sense of belonging. This framework underscores

the need for tailored interventions and policies that recognize the unique challenges faced by

working students, aiming to foster an environment conducive to their academic and

professional growth."

The Conservation of Resources (COR) theory (Hobfoll, 1989) offers a lens through

which to examine the stressors and resources that impact working students' well-being and

academic performance. This framework suggests that working students may experience

resource depletion due to the demands of both work and academics, potentially leading to

increased stress levels and reduced academic outcomes.

The Self-Determination Theory (SDT) (Deci & Ryan, 1985) provides insights into

the psychological needs and motivations that drive individuals. This framework suggests that

working students' autonomy, competence, and relatedness needs may be influenced by their

work-education balance, potentially impacting their overall well-being and academic

engagement.
Conceptual Framework

Figure 1 shows the conceptual model of the study on the Impact of work and study and what

can be overcome by students in grade 12 HUMSS students in Leyte National High School

The first frame presents the study's inputs, which include the profiles of the

respondents, such as gender, age, grade level, section, and the strand to which the

respondents belong. This frame highlights the key questions to be addressed regarding the

students' Impact of work and study and what can be overcome: What is the possible impact of

part-time employment on the academic performance of Grade 12 students at Leyte National

High School? What are the common challenges faced by working students, and how do these

challenges affect their ability to focus on their? Are there differences in the academic

performance of working students compared to non-working students within the same grade

level? What coping mechanisms or support systems do working students utilize to balance

their work and academic responsibilities?

The second frame Illustrates the processes involved in the study, including the

assessment of the Impact of work and study and what can be overcome by students in grade

12 HUMSS students in Leyte National High School through data gathering using surveys.

The collected data will then be analyzed by the researchers. Quantitative data will be

analyzed thematically, while data regarded as quantitative will be subjected to statistical

analysis.

The third frame displays the outcomes of the study, which will reveal the Impact of

work and study and what can be overcome by students in grade 12 HUMSS students in Leyte

National High School. The arrows in the diagram serve as bridges to illustrate the
connections and transformations of the profiles and aspects with the actions taken in the

results, which are considered as outputs.

Statement of the Problem:

This study aims to investigate the potential impact of working while studying on the

academic performance of Grade 12 students at Leyte National High School.

Specifically, this research seeks to answer the following questions:

1. What is the possible impact of part-time employment on the academic performance of

Grade 12 students at Leyte National High School?

2. What are the common challenges faced by working students, and how do these challenges

affect their ability to focus on their studies?

3. Are there differences in the academic performance of working students compared to non-

working students within the same grade level?

4. What coping mechanisms or support systems do working students utilize to balance their

work and academic responsibilities?

Assumptions

Assuming that Grade 12 HUMSS (Humanities and Social Sciences) students at

Leyte National High School in Leyte engage in part-time work alongside their academic

pursuits, it is likely that they face a set of unique challenges. Balancing the demands of work

and study can potentially lead to time constraints and increased pressure. This may, in turn,

impact their ability to allocate sufficient time for comprehensive studying and participation in
extracurricular activities. Furthermore, it is conceivable that the need to excel in both areas

may sometimes lead to heightened stress levels and potential fatigue. However, it is also

reasonable to posit that this dual responsibility could instill valuable life skills such as time

management, resilience, and multitasking abilities. With proper support systems in place,

including accessible resources, mentorship programs, and structured study plans, it is

foreseeable that these students can effectively navigate and overcome the challenges posed by

their concurrent work and study commitments. This holistic approach could empower them to

not only succeed academically but also gain practical experience and a solid foundation for

their future endeavors.

Hypothesis:

The hypothesis for the Impact of work and study and what can be overcome by students in

grade 12 HUMSS students in Leyte National High School could be formulated as follows:

H1 (alternative hypothesis)

Grade 12 HUMSS students who engage in part-time work demonstrate a different level of

academic performance compared to those who do not work, either positively or negatively.

H0 (Null hypothesis)

There is no significant difference in academic performance between Grade 12 HUMSS

students who engage in part-time work and those who do not. Any observed differences are

due to random chance.

 This hypothesis allows for an investigation into whether or not the act of working

alongside their studies has a discernible impact on the academic performance of Grade 12

HUMSS students. The alternative hypothesis suggests that there could be a meaningful

difference, either in a positive or negative direction, while the null hypothesis posits that any

differences in academic performance are purely coincidental and not related to their

employment status. This research could yield valuable insights into the experiences of these

students and inform strategies to support their academic endeavors effectively.

Scope and Delimitation

The scope of this research pertains to the Grade 12 students at Leyte National High

School who are currently enrolled in the academic year 2024- 2025. It includes students who

are working part-time jobs while pursuing their education. The study aims to understand the

impact of part-time employment on the academic performance of this specific group of

students.

The population under consideration for this study is limited to the Grade 12

students at Leyte National High School who are currently enrolled in the specified academic

year. The research does not extend to students in other grade levels or students in different

schools.

The study focuses on the academic year 2024-2025 as the period during which data

will be collected. It does not address the impact of working students' academic performance

in previous or subsequent academic years.

Definition of terms:

1. Work and Study: The simultaneous engagement in employment or job-related activities

and academic pursuits or studying, typically referring to the situation of Grade 12 HUMSS

students at Leyte National High School who are balancing work commitments while pursuing

their education.

2. Grade 12 HUMSS: Refers to the twelfth- grade level of the Humanities and Social

Sciences (HUMSS) strand in the K-12 education system. It involves subjects related to social

sciences, humanities, and communication skills, preparing students for college or university

education in fields like psychology, sociology, literature, or political science.

3.Leyte National High School: A specific educational institution located in Leyte province,

Philippine, offering secondary educational to student in various grade level, include Grade 12

HUMSS.