JUGGLING WITH TWO LIVES: LIVED EXPERIENCES OF

SENIOR HIGH SCHOOL WORKING STUDENTS

ALDRICH D. SUAREZ; ARNEL D. CALIPJO and GASAT B. NIETO

Dumalneg National High School
Schools Division of Ilocos Norte
Abstract
The onslaught of COVID-19 marked a significant increase in the labor
force among Senior High School students in Dumalneg, Ilocos Norte. About 80
percent of the total population of Senior High School students were reportedly
juggling with two lives─working and studying. This study was primarily
conducted to explore, understand, and reflect on the lived experiences of Senior
High School working students through the reflective responses of 12 informants
who were selected purposively from the locale. These informants came from
both the Humanities and Social Sciences and Agri-Fishery strands which the
school specifically offers. The researchers adopted a Structured Interview Guide
patterned from the ontological codes by Creeley. Thus, an Interpretative
Phenomenological research design was used in this study. Using hermeneutical
and data analyses, the researchers successfully identified, among others, several
themes that significantly resolved the issues in the study. The study produced the
following themes: understanding the effect of poverty, taking the pandemic as an
opportunity, considering parental and peer influences, applying knowledge,
collaborating to brace the situation, reflecting on to address hindrances,
acknowledging family support, pivoting to improve relation, self-assessment
leading to realization, thriving for the future, and concrete future purpose. From
these, the researchers highly recommend the utilization of a more flexible
curriculum for working students or placing them immediately in an Alternative
Learning System, as well as building strong partnerships with the stakeholders to
provide for the necessities of these students. Also, the development of strategic
and individualized materials is highly encouraged.

Keywords: Working Students, Creely Codes, Poverty,

Opportunity, Hindrances, Parents’ Influence
1. Introduction
The global economic recession brought on by the outbreak of the
COVID-19 pandemic placed people in an economic decline to the point that
family members are prompted to contribute to the survival of every member.
Meanwhile, almost eight out of ten (77 percent) students in the Philippines are
now working part-time to aid with their financial necessities in school
(Endsleigh, 2015). During the pandemic, however, there was an increase in the
number and size of working students. According to reports, the labor force
participation rate (LFPR) in January 2021 was 60.5 percent, accounting for 45.2
million Filipinos aged 15 and up who are currently employed. This is lower than
the LFPR of 61.7 percent in the same quarter a year ago, but higher than the 58.7
percent in the prior quarter. Further, in January 2021, the unemployment rate was
91.3 percent, which was the same as in October 2020 (Philippine Statistics
Authority, 2021). This shows that the pandemic is a compelling factor that
forced the figures of working people from 15 years old and above to a
significant rise in the Philippines.
In Dumalneg, Ilocos Norte, about 80 percent of the total population of
the Senior High School Department is reportedly juggling two lives- working
and studying. Simultaneously working and studying is not a new trend since
people are really oriented with the work on the farms and other livelihoods.
From 60 percent, an increase in the percentage of working students of Dumalneg
has become an apparent domino effect since the pandemic emerged (Dumalneg
National High School, 2021).
Students have been free to work part-time and sometimes full-time
while studying since the era of the new normal education. According to Tumin
et. al. (2020), working while studying has become an increasingly common
phenomenon among students. This might have stemmed from the fact that the
students were free to find part-time jobs like construction work, logging, and
other industry-related services during the pandemic. Also, some of them were
even using school hours to manage their livelihood like poultry or helping their
parents in their farms. Consequently, the work immersion of the students was
also considered by the researchers as a factor that introduced the students to the
working scenario in its most beneficial way.
Therefore, this study was conducted primarily to understand a
phenomenon regarding the lived experiences of SHS working students with a
reference theme “Aral dito, Trabaho doon”, which was purposively made by the
researchers to include the experiences, upbringings, and sentiments of the
students who are simultaneously working and studying- living two lives at the
same time.

2. Research Questions
This study aimed to understand and interpret a phenomenon with
expected recurring and emerging themes in the lived experiences of Senior High
School Grade 12 students working students. Specifically, it sought to answer the
question: What are the lived experiences of the Senior High School working
students based on their order of experiences/taxonomy of ontological codes
along:
2.1. cognition;
2.2. action;
2.3. socialization;
2.4. reception; and
 2.5. realization?

3. Methodology
3.1. Research Design
The study's technique of inquiry was a qualitative research approach
using an Interpretative Phenomenological Analysis (IPA) design. This is a
qualitative method that aims to investigate the samples' own life experiences in
depth (Smith, Flower, & Larkin, 2009; Smith & Shinebourne, 2012). IPA
realizes that this is an interpretive endeavor because humans are sense-making
beings. In IPA, the researcher tries to understand the participant's attempt to
understand what is going on.
In this study, the researchers utilized IPA to delve into the life world of
the participants and create an understanding relating to the situation of working
students during the pandemic and how it significantly affects education and
educational policies. In effect, the researchers underwent the process of
phenomenological reduction, hermeneutical analysis, thematic analysis, and data
analysis to come up with a synthesis of the study.

3.2. Participants
The participants of this study composed of six Humanities and Social
Sciences (HUMSS) students and six Agri-Fishery students. The participants
were chosen via purposive sampling. Using the saturation point, 12 participants
emerged. This kind of sampling allowed the researchers to select participants
based on inclusion and exclusion criteria. Any Senior High School working
students of Dumalneg National High School at any gender, age, and civil status
are included in the selection provided that they can express their ideas, feelings,
and sentiments in Ilocano dialect. Exclusion includes weakness in self-
expression and their refusal to disclose their lived experiences.
The researchers followed the suggestion of Trans (2017), that the
saturation point is attained when the cost of including a new unit of analysis
exceeds the expected gain of information. In this study, the reduction technique
was also employed by setting criteria that bracketed out the responses of the
participants who were deemed to have lesser credence among them.
The identities of the participants were also coded to maintain
confidentiality using Philippine superheroes. The following is a brief description
of the participants in the study.
Table 1. Brief description of the participants
No. Participants Gender Personal Number of Work/Livelihood
with persons in
family the
Income Households
 per month
1 Captain Male 7,000 5 Farmer
Barbel
2 Enteng Male 6,500 4 Farmer
Kabisote
3 Gagamboy Male 7,000 6 Street food vendor
4 Kapitan Male 7,000 12 Carpenter
Awesome
5 Kidlat Male 6,800 5 Construction
worker
6 Super Inggo Male 6,000 5 Construction
worker
7 Amihan Female 10,000 7 Online vendor
8 Darna Female 8,000 4 Barangay Treasurer
9 Krystala Female 8,000 6 Day care teacher
10 Super Inday Female 8,500 7 Gasoline cashier
11 Varga Female 5,000 6 Store vendor
12 Volta Female 7,200 6 Online seller

3.3. Instrumentation and Data Collection

The researcher used a Structured Interview Guide (SIG) for the lived
experiences of the respondents. The taxonomy of ontological codes was adapted
from Creely (2016). This tool was essential for the chosen design because it
allowed the researcher to gather salient information about the life world of the
respondents. The preliminaries are composed of questions relating to the family
background and personal perceptions of the participants. The succeeding part of
the tool is composed of different questions relating to the lifeworld of the
participants that are subdivided further, namely; (1) cognition, (2) action, (3)
socialization, (4) reception, and (5) realization. In addition, the tool was
validated by three experts in the Schools Division of Ilocos Norte which
productively resulted in the improvement of its contents and technical aspects.
Upon approval to conduct the study, an online conference was arranged
by the researchers with the advisers of the participants the day after the research
had been properly coordinated. This was to formally inform the advisers about
the objective of the study. Another online conference was arranged in the
presence of the participants to inform them about the study and their active
participation. More importantly, the researchers had the opportunity to discuss
the confidentiality of data, as well as some research ethics procedures. In the
event of a fortuitous event that may render online conferences impossible, the
researchers notified the school heads, advisers, and participants through written
notice for personal appearance.
The data gathering commenced a week after the last conference. Since
the current situation discourages face-to-face interactions with the students
without any proof or assurance of their safety, the researchers sought permission
from the concerned authorities to conduct online interviews through different
social media platforms or phone calls or text or messaging at their expense.
Moreover, the participants signed informed consents as proof of their voluntary
participation in the study. However, upon being permitted by duly authorized
persons to conduct the interview in a face-to-face manner, the researchers made
sure of the safety of the participants by following the prescribed health protocols
and with complete proof of negative results in antigen test and the vaccination
card, if so required. The interview commenced immediately after all the
foregoing requirements were complied. The researchers prioritized personal
interviews since the municipality had permitted them to do so. Consequently,
follow-up interviews were also conducted to supplement the previous data. The
data gathered for the lived experiences has undergone hermeneutical analysis
and triangulated to other sources of information like articles, and other literary
pieces and studies to maintain its sound trustworthiness.
The participants were coded using characters from any of the Philippine
local superheroes to maintain the confidentiality of their identities. Local
Philippine superheroes were chosen to create a more contextualized meaning in
terms of the participants and in relation to the setting of the phenomenon under
investigation. Only then the researchers make sure that the confidentiality of
information is in accordance with the research ethics and protocol. All data was
disposed of a year after the conduct of the study.

3.4. Data Analysis

Data was processed by means of textual transcription and coding based
on the labels of the different orders of experience (to think, to act, to connect, to
learn, and to be) as reflected in the internalities and externalities of their
lifeworld.
Data was analyzed thoroughly using a hermeneutic approach. In this
study, the researchers used the said approach to guide them in bringing into light
the most significant themes through the experiences of the participants with
reference to their academic status, work experiences, family status, and the like.
The researchers used this approach to produce themes from the lens of the
experiences of the participants. From this, themes emerged, and non-essential
experiences were bracketed out. Because it requires searching across data
collection to detect, analyze, and report repeating patterns, thematic analysis as a
method for analyzing qualitative data was employed (Braun & Clarke, 2006). It
is a method for describing data, but it also involves interpretation in the selection
of codes and the construction of themes.
Finally, a thorough organization of data based on validated themes was
made through the use of coding, transcription, bracketing, and reduction for the
synthesis part to establish a holistic view of the participants’ lived experiences.
4. Findings
4.1. Lived Experiences of the Senior High School Working Students
This section discusses the lived experiences of Senior High School
working students during the pendency of the COVID-19 pandemic following the
taxonomy of the ontological sequence of the responses given by the participants
of this study. The lived experiences of the respondents are then presented,
discussed, and analyzed in accordance with the cognition, action, socialization,
reception, and realization domains of the responses.

4.1.1. Cognition
This part includes the contemplation, strategic problem-solving,
thoughts, and cognitive processes in consciousness (Creely, 2016) that are
evident during the interview of the participants. Further, the emerging themes are
discussed together with the umbrella themes that are also drawn based on the
experiences of the participants.

Understanding the Effects of Poverty

One reason why learners have to study and work simultaneously is due
to the financial disruptions brought about by the pandemic. Participant Volta
shared her insight about her situation by stating, “We are poor, so we need to be
vigilant in order to provide our daily needs while studying.” Participant Darna,
on the other hand, thought that working would bridge the needs of her family.
She stated “…kayatko ngamin a matulongan nagannak ko aglalo iti pinansyal
sir, ken masupusupak ti kasapulan detoy annakko.” (…because I want to help
my parents financially sir, and to provide the needs of my child). The first theme
relates to the idea that being poor has multi-factors consequences. Likewise,
participant Kapitan Awesome thought that “…haan a makaanay ti masapulanda
iti pang inaldaw aldawmi sir, kasla kuma pagbalon ken dadumapay.” (…my
parents cannot cover all the costs of our living like our day-to-day needs, my
allowances, and others.) Still, participant Gagamboy thought that “kayat ko
tumolong kanyada iti wagas a kayak nga aramiden-agubra” (I would like to
help them by working. Inasmuch as the participants would like to focus on
studying, they are restricted by independent causes other than their own
volition). One consequence is the tendency of a person to juggle two lives-
working and studying. This consequence is verbalized by the participants.
The strict implementation of the health protocols and the suspension of
both public and some private transportation at the height of this tragic
experience, if not all, businesses greatly suffered. People who depended solely
on their average income and grants from the government were forced to find
other ways to make ends meet along with meager income. As participant Varga
shared her insights by saying, “[we are working] because the financial grants
given by the government to us, 4Ps, although it is helpful, cannot match the costs
of our living monthly.” Clearly, they are mainly relying on the meager incomes
of their parents and grants that, in turn, are incapable of supplementing their
needs.
Some other participants experienced poverty due to major devastation
in their lives like coming from dysfunctional families. Participant Kidlat
assumed that his current status was brought about by the separation of his
parents, he stated that “Nagsina ngamin iti nagannak ko, ket makitak kasasaad
mi sir. (My parents were separated, and I perceived what we needed.) On a
similar unfortunate event, participants Super Inggo and Enteng Kabisote
admitted that one of their parents died. On the other hand, participant Krystala
uttered a light statement “…kayat ko lang ngamin addaan ti nayon a income” (I
just want to have an additional income).
This is where the participants became fully convinced to have extra
income. Some parents sent their children to work on their farms and the like
while others ventured on trying online selling and still others assumed their
indispensable participation to help their parents cope with these difficulties.

Taking Pandemic as Opportunity

Based on the inputs of the participants, some of them were conceived to
grasp the opportunity to work because of a more lenient schedule, especially for
those who are financially deprived or devastated during these trying times.
Participant Varga stated, “I observed that the schedule of our classes during this
pandemic is more lenient sir. That’s why I work for my future.” This was
seconded by the statement of participant Kidlat, “Nawaya iti schedule sir, ken
ado iti masarakan a trabaho” (The schedule is loose and there are many
working opportunities). Some of the participants also thought of taking
advantage of the situation. Participant Volta stated “Ado nga trabaho
nagkasapulan idi pandemic sir, isu a ingrab ko tay opportunity tapnu
makatulong nak (There are lot of works that were in need during the pandemic,
so I grabbed the opportunity to help my parents). Also, participant Amihan stated
“Dakkel a panubok iti napasarak idi pandemic sir ngem amuk a pagsayaatak to
metlang”( I suffered gravely during the pandemic, but I know it will just make
me better). Participants Gagamboy, Captain Barbel, Enteng Kabisote, and
Kapitan Awesome had similar insights about it. They were convinced that the
pandemic spared them a lot of time.
Some of them, though, have different ways to appreciate this
opportunity, like those who have been working even before the pandemic. They
sought this opportunity to continue their studies under the Balik-Aral program.
Participant Krystala and Super Inday thought that this situation was not new to
them anymore. The former added “Mesaak a Balik-aral sir. Agububraak a dati
idin sir ata adda pamilyakon” ( I am a Balik-aral student sir. I am already
working before sir because I have a family) while the latter said “Kasapulak
agubra bayat ti pinagbasak sir ata naasawaan nakon ken adda ti annak ko a
supsuportaak. Mesanak a Balik-aral” (I need to work and study at the same time
sir because I am already married and I have to support my child. I am a Balik-
aral student).
Hence, based on the consensus answers of the participants, they
perceived the pandemic is both beneficial to those who find that the school
schedule is loosed and those who were working even before the start of the
pandemic and availed the freedom of online or modular schooling. In a manner
of speaking, the pandemic is like a two-edge opportunity.

Considering Parental and Peer Influences

It is expressed in the previous paragraphs that family, specifically the
parents, build the very foundation of the personalities of their children. Being the
closest social institution to the participants, the parents may, directly and
indirectly, influence the interests of their children as well. In this study, the
researchers saw an intrinsic motivation that drove some of the participants to
work while studying. This motivation is conspicuously displayed from the
repetitive answers of the participants that they see themselves following their
parents’ footsteps as capable of helping their parents to improve their status quo
during or even after the pandemic.
The truth above is flatly stated by Captain Barbel who declared,
“Mesaak a mannalon sir ata mannalon met nagannak ko”. (I am a farmer sir
because my parents are famers). Enteng Kabisote, Kapitan Awesome, Super
Inggo and Super Inday likewise told similar statements that are affirmative to the
point discussed above. Other participants stressed their command responsibility
to help in the family as the capable member like Amihan who said, ”Siak lang ti
ammok nga mabalin nga mangtulong ti nagannak ko sir, isu nga ikarkarigatak
nga agsapul ti mangsilpo ti pinagbiag mi habang agbasbasa nak met sir.” ( I am
the only family member who can help my mother that is why I diligently seek to
meet both ends meet while I am studying sir.) Varga, Krystala, Kidlat and Volta
also emphasized Amihan’s point in their responses. They’ve stated “awan sabali
a mapagkamangan ni nanang ko” (there is no one to whom my mother asks for
help), and “siak lang ti amok a mabalin a mangtulong nagannak ko sir” (I knew
that I am the only one that could help my parents).
On the other hand, peer influences may be framed as something that
affects the behavior of a person due to his similarities with other people who are
in the same age bracket, mindset, or lifeworld. It is shown that some of the
participants of this study have been influenced by their friends to enter work. It
can also be drawn that the time they are spending with their friends serves as a
bridge where they continuously exchange influences with one another.
These ideas have been attested by the statements of the participants.
Participant Captain Barbel recalled “(Simursurot nak kadagitay gagayyem ko
nga mapan agububra sir) I followed my peers who were first engaged at the
work. Also, participant Enteng Kabisote recalled (Naalukoy nak kadagitay
kaklasek nga adu iti urnongda gapu iti pinagububra da) I was motivated by my
classmates who have saved a remarkable amount due to their work.”
Additionally, participant Amihan recalled, “(Nadamdamag ko kadagitay
kakadwak nga agububra metlang) I was informed by my working fellows
there.” Further, participant Krystala recalled, “(Agyamyaman nak met kadagitay
nangiserek kanyak a karuba mi iti pagubraan) I am thankful to my neighbors
who introduced me to my work.” Further, participant Super Inday recalled,
“(Mesaak a day-care schoolteacher sir. Bale inyasidegnak tay gayyem ko
kadetoy a pagubraan) I am a Day-care school teacher, sir. I was introduced by
my friend in this job.” Furthermore, participant Super Inggo recalled,
“(Inyamammonak tay gayyem ko iti pagubraan sir kasla kuma agkonstraksyon
ken agaramid cabinet) I was introduced by my friend to works like construction
and cabinet making.” Lastly, participant Gagamboy recalled, “(Mapanpanonot
ko ngamin a haanak met maisupsupadi ta ado met gagayyem ko a agububra) I
just thought that I am not that different because I have friends who are working
too.”
On the other hand, some of them thought the friendships could also
inspire indirectly. Participants Volta, Varga, Kapitan Awesome, Kidlat, and
Gagamboy were inspired to work by simply knowing that their friends or
classmates have similar situations too.

4.1.2. Action
This part includes the bodily actions connected to intentionality and
volition. It also involves a movement from internality to an externality that can
be observed (Creely, 2016). This explains how the participants were able to do
both study and work at the same time.

Applying Knowledge
The participants have undergone either formal or informal orientation
leading to their behavioral conditioning that is observable in the patterns of how
they exemplify their skills as working students. Thus, orientation introduced the
participants to their duties and responsibilities in their workplace that insidiously
overlap and play a significant role in the conditioning of their behaviors toward
their workplace, school, and the community at large.
These ideas are encapsulated in the experiences shared by the
participants. Participants Kapitan Awesome, Krystala, Amihan, and Super Inday
entered and maintained their lifestyle after they had received formal orientations
like previous jobs and seminars. On the other hand, participants Super Inggo,
Kidlat, Gagamboy, Captain Barbel, Varga, and Volta received indirect orientation
that led them into a working scenario.
 Further, associative learning advocates the connectedness or
interrelationship of human experiences in relation to the acquisition of
knowledge skills, and values. This would suggest that the acquisition of skills is
dependent on the experiences provided by the environmental condition as well
as the stock knowledge of the person in a holistic approach. The participants’
answers would sufficiently suggest that more experiences of people when
properly connected to the wires of knowledge and values produced better
working efficiencies and productivity.
The majority of the participants have similar experiences regarding this
matter. Participants Super Inggo and Gagamboy acquired and developed their
skills by getting along with their friends and workmates. In addition,
participants, Kapitan Awesome, Krystala, Darna, and Super Inday developed
their skills through their previous works. However, participant Kidlat used his
previous learning to adjust to his new environment, he stated “nausar ko dagiti
nasursurok idi work immersion sir” (I was able to use my learnings in the work
immersion). Similarly, Participant Amihan mentioned that, “…nausar ko dagitay
naadal ko iti daduma a tatao sir tapnu mas madevelop ko toy skills ko iti
pinagubra.” I utilized the knowledge that I have learned from other people in
developing my skills at work. The statement of participant Amihan has similar
thoughts to that of participants Volta and Varga.

Collaborating to Brace the Situation

Meeting the deadline for module answer sheet submission is the
common problem encountered by the participants in living out these two lives in
one. Unanimously, they sought to collaborate with their teachers, classmates, and
family members to meet the deadline. Participant Varga stated that “…no
daduma kut mapannak balay kaklasek sir ta agtinulongkam mangleppas outputs
mi eskwela” (…sometimes I am going to the house of my classmate to
collaborate with him in finishing our outputs in the school). Likewise,
participant Volta stated “Agtintinolong kam a mangleppas nukwa ken XXX
dagitay outputs mi eskwela sir” (I am collaborating with XXX to finish our
outputs in school). Krystala added by saying “…ni lakay ko daduma
mangububra ti modules ko nukwan sir” (My husband is helping me with my
modules). Participants Gagamboy, Enteng Kabisote, Super Inday and Darna
have similar situations with them.
In fact, the school is giving consideration to these special groups of
individuals. Those with illiterate or busy parents resorted to their classmates
while others team-worked with their family members. This kind of zeal is
apparent in the responses of participants Captain Barbel and Kidlat. They said
that they would look for assistance from their classmates whenever they missed
their lessons in school.
Reflecting on to Address Hindrances
Retrospection and introspection also played respective roles in the
coping mechanism. It is inferred based on the converging answers of the
participants that their meditations are helpful in renewing their mental and
physical strengths to carry on what they had started against all odds. This
boosted their energy to rise again and again. Based on the converging responses
of all the participants, they used reflective analysis to address the difficulties
they encountered. Some of their statements were “panpanonotek py nu anya
mabalin ko ubraen tapno masmamotibeyt nak” (I am thinking of what should I
do more, to motivate myself), “kaskasaritak ti bagik” (I am doing self-talk),
“sabsabayak ado a kararag” (I am doing it together with much prayer).
Further, these meditations, self-talks, and unwinding activities allow
them to evaluate their performances in their workplace and school purporting the
metacognitive way of assessing their own capabilities.

4.1.3. Socialization
This part includes inter-subjectivity and inter-corporeality or being with
others through digital as well as corporeal connections (Creely, 2016). This
explains how the participants exercised their interpersonal skills with the people
in their immediate environment.

Acknowledging Family’s Support

Students acknowledge unanimously that their respective families acted
as their primary support system in which their characters and attributes were
primarily nurtured and developed. This would imply that a portion of the
resiliency they have exhibited in school and in the workplace is well developed
under the nurturing and value-infusing efforts of the family to which they owe
greatly from their first mentors, their parents. These are manifested in the
responses of the participants. Participant Darna said “Maibagak sir a haandak
binaybay-an dagiti nagannak ko sir ta pinadakkeldak a nasayaat a tao.” (I can
say that my parents did not forsake me, because they raised me as a good
person). Also, participant Kapitan Awesome stated “...dagiti parents ko iti
nangnangruna a mangsupsuporta kanyak sir. Isuda iti kanayon a mangbagbaga
ti napipintas a addal kanyak sir” (I consider my parents as my main support
system. They are always teaching me about lessons in life). Still, participant
Captain Barbel stated “daldalanek latta iti nasayaat a sarsarita nukwa sir” (I get
my way to diplomatic talk always). Participants Super Inday and Krystala
acknowledged the help of their husbands. In addition, participants Super Inggo,
Volta, Gagamboy, Amihan, Kidlat, and Enteng Kabisote described their families
as the source of their strengths and the fortress that they can lean on.

Pivoting to Improved Relations

 In this study, they included good communication as one of the emerging
themes in this section that suffices an idea that the participants have been
effectively exercising their communication skills within and across their
environments. To remove the confusion about the general notion of good
communication, the researchers humbly interpreted the term within the context
of social relations. Thus, the word communication here is described as the
effective way of transmitting and receiving ideas during the socialization
processes which is evident in the answers of the participants. Participants
Krystala, Enteng Kabisote, and Kidlat unanimously expressed the urgency of
settling things by stating “I will approach the person immediately to settle our
issues”. Participant Amihan added “...daldalanek napintas a pinakisarsarita
nokwa sir tapno maiwasan ti gulo.”…([I am] using my good communication
skills to avoid conflicts). On the other hand, participants Super Inggo, Super
Inday, Gagamboy, and Kapitan Awesome showed humility in their statements
like “agapakumbabanak” (I humble myself), “diak ipabigaten”(I do not wait
for tomorrow), and “kasapulan natunos a pinakikadwa” (It needs a good
relationship with other). Participants Captain Barbel and Volta implied that
through communication, all problems can be resolved.
It is observed that the participants know how to get along with other
people. This is an important avenue for them to avoid conflicts in their
workplace or maintain good relations with their classmates.
Additionally, participants’ public relations (PR) inclination and cordial
disposition are evidently strong in their responses put together. From the
combined answers of the participants rose imagery of a typical Filipino who
gives importance to the density of camaraderie is summed up in the word
pakikibagay. As Captain Barbel testified. “Haanko konkontraen dagiti
kakadwak sir.” (I do not go against my fellows.) Super Inday also supported
rapport stating, “Nasursurok iti agpabigay lattan nukwan sir- give and take.”
(I’ve learned how to give way – give and take.) Although participant Krystala
emphasized the significance of trust as the percussive element in building
rapport with their co-workers, all participants believed that the give and take
principle establishes rapport among working groups and student bodies.

4.1.4. Reception
This part includes awareness of the changes, adjustments, acquisitions,
and skills that are considered by a participant as educative (Creely, 2016). This
provides an understanding of how the participants assess their lives between then
and now.

Self-assessment Leading to Realization

Based on the answers of the majority, the researchers caught the
genuineness of the participants’ feelings toward their status as working students.
Truly, they are in a situation where they are being repeatedly struck by two
stones from opposite directions. And with those experiences, the participants’
unanimous assessment was, it is unhealthy to study and work at the same time.
As participant Darna said, “Haan sir [a healthy] ta no daduma kut agsakitakpay
gapo iti adu stress.” (No sir [it is not healthy] because I got sickness sometimes
because of stress). In addition, Kapitan Awesome added, “Haan sir [a healthy]
ta malalate nak kanayon agipasa outputs.) (No sir [it is not healthy] because I
am always late in passing school outputs).
It can be gleaned that the participants foreknew the consequences of working
while studying based on how they assessed the situation but all of them are tied
up with this situation because of the devastating effects of the pandemic.
On the other hand, the participants, under the Balik-Aral program,
remained constant in their assessment of their status quo. Participant Krystala
said. “Para kanyak sir, ekspek ko daytoy a sitwasyonen ta adda pamilyakon sir”.
(…for me, I’ve expected this situation because I have a family already.)
To simplify it, those who became working students because of this
fortuitous event that disrupted the financial stability of the people were shaken
and overwhelmed by the sudden changes in their environments. Those who had
been working even before the start of the pandemic had a longer time to prepare
themselves for these situations, not to mention the age gaps between the
participants. It is part of the general knowledge that, since Balik-Aral students
are older than the regulars, it is expected that they are more mature in terms of
weighing their gains and losses or pondering their situation as someone who
works and studies.
Some participants admitted that they’ve been thinking about living on a
special occasion like working while studying, or at least they’d entertained this
kind of idea. However, when they were already dealing with the actual and
immersive experiences of doing both, they learned the difference between their
lives before and today and their lived experiences taught them that working
students’ lives is not easy. Kapitan Awesome stated, “Idi ununa sir, kayatko
padasen isabay agtrabaho ngem idi napadasak madeadlinenan outputs ket
makababawi-enak ta narigat gayam.” (At first, I was thinking of trying to find
work while studying but when I had trouble like not hitting the deadlines of
passing the outputs, I regretted it.) Super Inday also confessed, “Ti ammok sir
ket kayak ngem mariknak tension nga agapo iti pagubraan ken eskwela isu ti
agapo na a diak mapagrarapin aminen sir.” (I thought that I can do it but then I
felt the tension [in the middle of classes] coming from my work and school that
is why things got messy).

4.1.5. Realization
This part includes awareness of self and body as a visceral state of
temporal being in space, and its links to identity and who a user believes he or
she is as a person (Creely, 2016). This serves as the funnel that paves the
resolution of all the experiences of the participants in this study.

Thriving for the Future

It is apparent from the results of the participants’ evaluation that they
are knowledgeable about the pros and cons of their status as working students.
At the time they were interviewed by the researchers, they were in a healthy
position and full volition to disclose their resolution about their lived
experiences. All of them realized that juggling two lives at the same time puts a
person in a complex situation, yet they consider their experiences in a positive
manner especially those who are under the Balik-Aral program. Participants
Captain Barbel, Enteng Kabisote, Darna, Super Inday, and Kidlat supported
Amihan’s realization, telling,“Napintas a narigat ngem napnot’ adal ti panag-
working student sir.” (It is good and hard at the same time but it gives a lot of
lessons to be a working student.) While participant Krystala and Volta were
hopeful that everything will soon go back to normal the rest were thankful for
the profitability of their experiences. Super Inday said, “Para kanyak sir,
napintas detoy a experience.” (To me, this is a good experience.) Therefore, the
issue at hand is resolved with reference to the background of the participants and
the manner they appreciate the surrounding circumstances of being working
students presented in the previous discussions.

Concrete Future Purpose

The table of their above statements strongly suggests that out of their
lived experiences and their good grasp of the ropes of their jobs and schooling,
they have unanimously come up with a more concrete future goal. Participant
Krystala wished, “Para kanyak sir naadalan nakon, kayat kon to ti agfocus
pinagbasan.” (for me, I have already learned enough, and I will focus on my
studies in the future.) Varga, Amihan,Volta, Darna and Kapitan Awesome
seconded this scheme. While Gagamboy, Enteng Kabisote and Captain Barbel
want to commit to a vocational work, Kidlat and Super Inggo plan to earn their
tertiary education. Having known real life in a double-edged picture of working
and studying as they walked through excruciating scenarios led the students to
become more definitive, purpose-driven, and goal-oriented individuals. Though
there is a split on the actual decisions they arrived at as many decided to pursue
a degree while few chose to look for a job after Senior High School, the maturity
of their decision was evident.

5. Discussion
5.1. Lived Experiences of the Senior High School Working Students
5.1.1. Cognition
Understanding the Effects of Poverty
It is undeniable that the COVID-19 pandemic has posed immeasurable
threats to the education system. These include deprivation of face-to-face
interactions, where educational institutions are inevitably cornered at the brink
of academic freeze. Fortunately, the Department of Education was able to make
a roadway in the desert as it came out with the Basic Education Learning
Continuity Plan (BE-LCP) that acted as a vanguard leading to the two-edged
sword of working while studying and studying while working due to poverty.
Undeniably, financial assistance, self-development, and internal
incentives to blend theory and practice are among the driving forces behind
working while learning (Pregoner, Accion, Buraquit, & Amoguis, 2020).
However, financial difficulty is just one of the many reasons for becoming a
working student. According to Amor et al. (2020), some other factors also
influenced them like physical aspects and their psychological environment.

Taking Pandemic as Opportunity

While addressing poverty in their respective families, BE-LCP also
paved the way for a great opportunity to pursue education among working
students. This is a big leap that the informants grabbed as they can shoot two
birds with one bullet by studying while working. Interestingly, According to Lee
& Lee (2021), learning institutions accepted this phenomenon and took it as a
challenge to do better and innovate. However, the pandemic was also seen as a
“wicked problem” that is complex, nonlinear, unique, and requires urgent
solutions (Sezen-Barrie, Carter, Smith, Saber, & Wells, 2023).

Considering Parental and Peer Influences

It is prudentially inferred from the answers of the respondents that they
were greatly influenced by immediate institutions and situations revolving
around them. This phenomenon may be explained in two ways, through social
learning and the ecological system. From a social learning perspective, the
respondents are viewed to have patterned their lives with their parents who were
precedently involved in two or more livelihoods. It is inevitable that a person
follows the track of their models (parents). This is reiterated in the triadic
relationship between the people, the model, and their environment.
In a similar manner, the ecological system assumes that the individual's
behavior is built through the continuous efforts of the primary institutions he/she
regularly interacts with, like his family, peer groups, school, and the like. Thus,
it is not surprising that this special group of informants produces a replica of the
influences they assimilated from their environment.
It follows that the fundamental goals of parents to motivate and guide
their children in small ways (Daba, 2020) were attained. However, the results
revealed that other social institutions like the government have a lesser impact
on their lifeworld. Saxena (2020) stated that educational institutions must
infiltrate and expand many support structures in society, such as the family,
teachers, the commercial sector, and the government.

5.1.2. Action

Applying Knowledge
Participants’ responses fostered a good measure of confidence in their
current capability and efficiency to perform tasks assigned to their respective
jobs. As perceived, working orientation was a factor leading to their stable
working composure.
Informants’ prior experiences were essential contributors to their
stability and persistence as they were able to associate what they had learned to
adapt into a phenomenal new journey of simultaneous work and study. Based on
the study of Solomon et al. (2022) previous employment provides significant
advantages to working people. In turn, those who do not have previous
experience may still acquire and apply knowledge through receptive feedback
and exposure (Brunner, 2020).

Collaborating to Brace the Situation

At the participants’ respective ages, it would not be hard to predict that
working while studying would result in some conflicts to solve. Working
challenges are inevitable element of vocational growth. It was found that
positive relationships would make the team more efficient in meeting deadlines
(Tarr & Emily, 2022). In turn, negative relationships can also increase mental
exhaustion and unproductivity (Allen, 2016).

Reflecting on to Address Hindrances

Reflecting as one of their coping mechanisms has become a powerful
weapon in solving problems and addressing the perceived needs of their working
and studying situations. This was instrumental in overcoming difficult situations
they encountered. Reflection leads to resiliency that prepares the students for the
demands of both school and work (Emerson, Hair, & Smith, 2023). However,
the ability of a person to reflect depends on the number of factors that affect his
or her thinking. These factors may be in the form of financial struggles,
insufficient sleep, social activities, and time management (Acosta, Johnson, &
Gonzales, 2021).

5.1.3. Socialization

Acknowledging Family’s Support

 Institutions and workplaces are like two birds in the bullet of
socialization. If a student hits both school and workplace bull’s eye with
wholesome socialization qualities, he brings home the bacon. Going over the
responses, it is worthwhile to stress that the participants epitomized some family
attributes that carried them through the ups and downs of juggling two lives.
According to Knopik et al. (2021), parental guidance is necessary to keep the
children on track. However, direct involvement of parents may also repress the
behavior, attitude, and emotions of children (Crawford, 2021).

Pivoting to Improved Relations

Good communication plays a vital role in increasing productivity as
well as in maintaining peace and order in the workplace and in school,
increasing their self-esteem to keep both work and schooling. Good
communication helps relationships endure problems and changes over time
(Lancaster, 2021). It follows that poor or lack of communication can have
negative effects in the workplace or school (Markman, 2017).
In a similar manner, rapport serves as a vehicle for problem-solving and
maintaining a positive environment both in the workplace and in school.
Establishing rapport led the informants to the right solutions to problems
encountered at work and in school, creating a healthier environment.

5.1.4.Reception

Self-assessment Leading to Realization

With self-assessment, the participants were trained to deal with
themselves in situations observing honestly, objectively, and retrospectively. The
development of a person’s discernment paves the way for a smarter person,
which they eventually become.
Staging the lived experiences of the working students through
responses comprising their sentiments and opinions makes way for us to enter
their world and mingle with them through the power of emphatic introspection.
Getting together with them through honest responses that point to a realistic
grasp of the perceived changes and assessed pros and cons of being indulged in
experiences that culminates in understanding a bigger picture of their situational
assessment and self-introspection.
Thus, self-assessment is essential for students because their
involvement encourages decision-making skills (Wride, 2017). However,
according to Eurich (2017), there are other ways to improve other than self-
assessment and mere realization.

5.1.5. Realization
Thriving for the Future
After a retrospective and introspective review of the lived experiences
of the respondents, where they were placed under fire, smitten, honed, and
sharpened until the two-edged sword was made ready for a tougher battle, the
researchers inquired what significant changes are now taking place in them.
Their converging statements implicatively and clearly reflect refinement in their
respective personalities as they were previously compelled to cross-examine and
introspect what are the explicit and implicit truths beyond their journey.
Unanimously, their responses were punctuated with one refined personality and
future-oriented goal that changes the present day into a better course of life, as
their readiness to spur the needed sacrificial official is likewise made clear.
The above statements prove that introspection is the best way to find
self-awareness (Eurich, 2017). However, there are other ways to develop self-
awareness besides introspection, like knowing how others view us (Eurich,
2018).

Concrete Future Purpose

In light of the frequent flip-flopping decisions of the participants since
the start of this research, it appears that at the terminal point, they came to
realize and find their real purpose. Though they are still divided, they have
arrived at a concrete decision this time. Those who have families to support will
continue to work while most of them swear to give up their work and focus on
their studies unconditionally. Consequently, Sanabria (2020), considered
working while studying as an escape route away from stress. This also proved
that some people considered working and studying as normal to them and could
relieve their stresses. It is also undeniable that working while studying without
the support of the parents adds to psychological distress (Balacuit & Lopio,
2022).

6. Conclusion and Recommendation

Reflectively meditating on the findings and discussion of participants’
lived experiences based on the ontological codes of Creely’s Model, the
researchers realized that participants’ cognition of their wilderness experience
coupled with risk-taking orientation had led them into a journey of working
while studying. With their mingling skills and perceiving skills, their respective
personalities were refined. Therefore, the researchers concluded that their lived
experiences had become a phenomenal adventure of bittersweet experiences that
eventually honed them to a stronger total being - their skills being developed,
initiative being sharpened, personality being polished and life perspective being
advanced with enhanced socialization skills, leading them to become sturdy
individuals in facing and surpassing life’s struggles. With the results of the study,
the researchers recommend that the Department of Education (DepEd) should
formulate an effective intervention to ease the painstaking journey of working
students to the end that their schooling might be filled with stress-reducing
meaningful experiences that lightens educational burden without compromising
the competencies that equip the learners and skills that develop well-being.
Intervention may consist of policies to make, teaching strategies to apply and
teaching modalities to implement for their favor. With the hardship encountered
by the working students to sustain both work and education, the researchers
further recommend the local or provincial government stipulate funds that would
provide for their financial needs to stop working and pursue education full time.
Any effort that shows care to struggling working students like making strategic
learning materials, modules, worksheets, and activity sheets that are designed
purposely for working students is imperative while working on a more
comprehensive scheme to intervene.
 Figure 1. Creeley’s Model of Phenomenology

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