THE LIVED EXPERIENCES OF TECHNICAL – VOCATIONAL

LIVELIHOOD (TVL) WORKING STUDENTS UNDER ALTERNATIVE

DELIVERY MODE OF EDUCATION

A Research Paper Presented to

Senior High School Department
Sta. Cruz NHS
Sta. Cruz, Kaputian, IGACOS

In Partial Fulfillment of the Requirements

In Practical Research 1
2nd Semester, SY 2022-2023

Basalo, Mae Meland A.

Forones, Jhon Ricter J.
Lofranco, Frethie Joy N.
Labuca, Rian
Rubite, Robel C.

June, 2023
 ii

APPROVAL AND ENDORSEMENT SHEET

This research entitled THE LIVED EXPERIENCES OF TECHNICAL –

VOCATIONAL LIVELIHOOD (TVL) WORKING STUDENTS UNDER
ALTERNATIVE DELIVERY MODE OF EDUCATION prepared and submitted by Basalo,
Mae Meland A., Forones, Jhon Ricter J., Lofranco, Frethie Joy N., Labuca, Rian, Rubite, Robel
C., in partial fulfillment of the requirements in Practical Research 1, has been examined,
accepted and approved, and is hereby endorsed.

RITCHEJOY R. COMBINIDO
Adviser

PANEL OF EXAMINERS

APPROVED by the Committee on Oral Examination with a grade of PASSED.

HARINCE P. MALACURA
Panel Member

ACCEPTED in partial fulfillment of the requirements in Practical Research 1.

EDILBERTO C. LAPAYA JR.

Principal 1
 iii

TABLE OF CONTENTS

Title Page i
Approval and Endorsement Sheet ii
Table of Contents iii
List of Tables iv

CHAPTER
1 INTRODUCTION 1
Statement of the Problem 5
Research Questions 6
Scope and Delimitation 6
Theoretical Framework 8
Significance of the Study 7
Review of Related Literature 9

2 METHODS 15
 Research Design 15
 Study sample and site 15
 Sampling technique 15
 Research Instrument 15
 Development/adoption/modification of the 15
instrument
 Validity and reliability of the instrument 16
 Data Gathering Procedure 16
 Ethical protocol 16
 Data Analysis Approach
 iv

3 RESULTS AND DISCUSSIONS 17

 Discussions 20
 Implications 21
 Recommendations 21
REFERENCES 22
APPENDICES
Research Instruments
Tabulated Interview Answer

LIST OF TABLES

Table
1 Themes and Core Ideas on Lived Experiences of 17
TVL Working Students
2 An example of responses on Lack of Concentration 18
3 An example of responses on Less Interaction 18
4 An example of responses on Gaining Sense of 19
Responsibility
5 An example of responses on Improving Time 19
Management
6 An example of responses on Surviving the Situation 19
 1

Chapter I

INTRODUCTION

The condition of basic education to all Filipinos is one of the basic assessment of the

Philippines government to its people. Actually the Rule 1. Section 1.1 of the R.A.9155 command

that the Department of Education should protect and promote the justice of all citizens to quality

basic education and should take the proper steps to make such education popular to all; establish,

maintain, and support a complete, respectable, and integrated system of basic education relevant

to the people and society, encourage non-formal, informal, and endogenous learning system, as

well as self-learning, self-dependent and out-of-school study programs; and establish and

maintain system of free and required public education in the elementary level and high school

level (Abaloso, 2017). Therefore, the Education for all (EFA) becomes the flagship of the

Department of Education and the government as a whole. This mandate has put so much stress to

the Department of Education that a lot of action and interventions have been established, tried,

and apply to the public schools with the hope that they would bring good news to the department

and the government (MFOI, 2001).

Education is a significant asset that people strive to acquire in the civilized society in

which we live. All human beings need education to live fulfilling lives. It helps one learn and

explore new things while also enhancing one's expertise. One of the keys to success is education

since it will be feasible to have a prosperous life and a steady work in the future with a strong

education and enough information. Education serves a variety of purposes, including the
acquisition of knowledge as well as the investigation of human empowerment and growth for

one's own future well- being, whether socially or economically. In the Philippines, the majority,

if not all, people would prefer to pursue a career in teaching. However, it is undeniable that some

people lack access to education, particularly those who are poor. The issue of education, and

particularly the difficulty in obtaining it in the Philippines, has long plagued the people of that

country. Different facets of society are impacted by this fatal illness and are need to change their

way of life as a result of the epidemic. Education is one of those industries (Minku & Yao, 2018;

Avenido et al., 2020; Saro et al., 2022).

According to Republic Act. No. 10618, Alternative Delivery Mode refers to the

nontraditional education program recognized by the Department of Education (DepEd) which

applies a flexible learning philosophy and a curriculum delivery program that includes non-

formal and informal sources of knowledge and skills. An Alternative Delivery Mode include the

use of facilitator-aided and interactive self-instructional print and audio-based learning materials

video tapes, face to face structured learning groups, semi-strutted and unstructured discussion,

one-on-one tutorials, study groups and self-learning groups, demonstration sessions, humanists,

monitoring and remediation.

In particular, workplace learning was a key component of training for vocational

education provided in schools (Ministry of Knowledge, 2006). However, different perspectives

on the composite field of workplace learning demanded a development of the idea as it related to

this study. The various job assignment kinds affect students' experiences with workplace learning

in different ways. Each secondary school selected its appropriate job for the area (Ministry of
Knowledge, 2006; Acosta, 2016). The variety of agreements depends on the number of students

participating in the activity at once as well as the duration of the activity (Sandal et al., 2014).

The Philippine Basic Education Curriculum mandates that students add two years of senior high

school to the traditional four-year secondary education as well as an additional year for

kindergarten in order to be in line with international standards. The “Enhanced Basic Education

Act of 2013," Republic Act 10533, added this requirement to the curriculum (Jocelyn Kong,

2015). Velasco (2012) expressed optimism and transformation for the country in relation to the

K–12 curriculums. She believed that since civilization places such a high value on education, it

is only reasonable that the government administration fully support the initiative. According to

the Department of Education (2011), K–12 educations can also be advantageous for people who

are not inclined to attend college but wish to pursue technical-vocational studies or careers in

entrepreneurship.

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

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

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

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

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

according to officer in charge at CHED's office of the executive director. He also added that

because of higher commodity prices and tuition fees, these students are forced to work

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

many cannot adopt and cannot concentrated on their studies while some have poor health, while

others did not continue because of financial problems. CHED recommended working students to
have jobs that are not too demanding and that is more related to their courses so that they can

work comfortably.

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

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

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

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

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

to the findings of the study of Darolia (2014) where understudies take lowest attributes in school

because of work duties. As a result, the students lost confidence to enroll and are dropping out

and started to find a state’s jobs. The U.S Bureau of Labor Statistics (2013), found 34.1 percent

of High School Students that graduate between January and October 2013 are now part of the

workforce.

In a study conducted in central Luzon, Philippines, the informants revealed different

perspectives and experiences, which state the different challenges met and the practical solutions

in the delivery and correcting errors in the ADM Learning Resources.

In Davao Region, the low rates of the study achievement are the center concern of the

Department of Education (DepEd). The study of Romento (2011) states that the low educational

accomplishment of the students in the City of Davao were due to a low payment which leads the

students to combine working and studying. Therefore, the students that have financial problem
are spending more time working than studying, and because of this, they achieve poor grade and

poor performance in school. Alternative Delivery Mode (ADM) of instruction had become an

option of schools, parents, and learners to access education. Despite its accomplishment for

several years, research on its delivery and students’ academic performance was not attempt. In a

study were 30 students from nine elementary schools in the Division of Digos, Davao del sur,

results showed that most of the responder enrolled in the Alternative Delivery Mode (ADM)

were male at age 11, and were worker. Most of them were low performers. The responder rated

the Alternative Delivery Mode (ADM) implementation as moderate. It further revealed that there

was no significant difference in the level of suggestive of Alternative Delivery Mode (ADM) in

terms of gender and age but it showed accomplishment of the program and the performance of

the students.

Hence, by exploring the Lived experience of TVL working students under Alternative

Delivery Mode, the advantages and disadvantages of working while studying can be better

understood. With this understanding researches can better enumerate and describe the benefits or

consequences at ADM to working students. In addition, this may sense as additional source of

knowledge, which will fill the soil of the existing research’s.

STATEMENT OF THE PROBLEM

The study aims to explore the lived experience of TVL working students under

Alternative Delivery Mode. The study was conducted on the TVL strand of grade 11 students in

the senior high school department of Sta. Cruz Senior High School during the school year 2022-
2023. The result of the study was used as a basis for proposing a lived experience of TVL
6
working students under (ADM).

RESEARCH QUESTIONS

1. What are the experiences of TVL working students under Alternative Delivery Mode?

2. How does working while studying affect the lives of the students?

SCOPE AND DELIMITATIONS

This qualitative research aims to explores on the lived-experiences of the ADM grade 11

TVL students. Qualitative research is multimethod in focus, involving on interpretative,

naturalistic approach to its subject matter. This means that qualitative researchers study things in

their natural settings, attempting to make sense of, or interpret, phenomena in terms of the

meaning people bring to them (Denson and Lincolu 2005:2). This research will consider TVL

students of Sta. Cruz National High School during the school year 2022-2023. They will be

selected using snow ball method.

In this qualitative research the researcher will serve as the main instrument of the study

(Hammersley and Atkinson, 1995). Another tool will be the interview guide. This unstructured

interview guide is researcher-made instrument based from the objectives of the study. It is

composed of three (8) questions. Objectively, interview questions are formulated to gather

necessary information about the participants’ live experience as well as their coping mechanism.

It is validated by group of experts using validation matrix to identify its appropriateness of the
questions and suitability to the research participants. In gathering data, individualized or focus

group discussion are employed depending on the preference of the participants. Because of the

impossibility of personalized interview, this will be carried through social media platforms either

through Facebook.

SIGNIFICANCE OF THE STUDY

The results of the study will be significant in presenting the experience of working while

studying and what is its impact on their studies.

Student. They will surely benefit from this research work, as they will be able to realize the

importance of proper time management which may include job hours among others and study

hours in order to improve their academic performance.

Parents. Results of this study will develop awareness of the importance of their role for the

enhancement of their child’s academic progress at home and for them to be able to guide them

properly considering the number of hours they have accessed, spent and availed of media.

Teachers. Since teachers greatly influenced the development of their students, they may find this

study useful in discovering ways and means to improve their communication degree program

instruction and to enrich students’ learning experiences.

 8

THEORETICAL FRAMEWORK

The Zero-sum approach suggested that when working while studying the students will

likely give more time to work and lesser time to study. Therefore, according to this theory, there

is a strong difference between study and work. For instance, an hour spent to deliver pizzas,

working in a call center or in an office is an hour not spent studying, attending classes, preparing

for examinations or sleeping (Bozick, 2007). Again, working during higher education hint fewer

opportunities of interaction with other students and professor, and reduces participation in extra-

curriculum activities within university. The small fraction of time spent in the academic

environment and interacting with blink may not let a complete identification with the “student

role” and this could indicate a shift in individual's priorities, making employment more important

than academic endurance or success (Tinto 1975; March 1991; Braxton and Hirschy, 2004).

Additionally, in many situations the coexisting condition of worker and students may involve

overloading commitment, increasing psychological stress and anxiety related to fear of academic

failure (Robothan, 2008). Therefore, since attending lectures, study hours, and extra curriculum

participation have a beneficial effect on academic performance (Hanks and Eckland 1976; Missa

and Mekean 2000; Arulampalan et al. 2011) and, in turn working during higher education is

likely decrease the time passionate to these activities, it may have a negative effect on academic

sequence. Thus, the zero-sum approach announces that working students will have a slower

academic progression compared to non-working students and this disadvantages will carry on

even controlling for other characteristics, because of the natural characteristics of the work

experience.
 9

REVIEW OF RELATED LITERATURE

Challenges of Working Students

Education is the most powerful weapon that can change the world. But what if you are

working student? Working while studying is a common phenomenon among student in some

schools. Most of the students nowadays would like to help their family for the expenses on their

study. That's why they were looking for job for them to have money that can help for their

studies. One of the disadvantages of being a working while studying is that they are often short

on time and commonly find themselves with limited time to study, sleep, socialize and maintain

healthy eating habits (Triventi, 2014).

When the current state of students' health was compared to the sex‐ and age‐related

norms for the general population, it showed that seven of the eight areas of health measured were

significantly poorer than those of the general population. Results also showed that being in debt

and part time working both have a very slight (though significant), detrimental effect on both

mental and physical health of students. Accordingly, working more hours increased the

probability that a student perceived a negative effect on academic performance (Claire Carney,

2006).
 10

Working students don't get enough sleep. Mornings are dreaded, and nights are long. The

only time students get any relaxation is on weekends, and even then, students may have an early

morning shift. Students still have school work to do when they get home, and if it doesn't take

them hours, they might be able to go out with some friends later that night. The decision then

becomes whether they prefer to catch up on much-needed sleep or have some fun and see how

long they can make it through they sleepless days (Chrissia Lynelle Lumugdan, 2022).

Working students often face unique challenges that can interfere with their ability to

succeed in school. Time management, financial stress, and balancing work and personal life can

all take a toll. However, there are solutions to these common problems. With a little planning and

effort, working and studying at the same time becomes possible the struggles of working

students can definitely be overcome, and students can definitely set themselves up for success

(UNITAR International).

A student’s life is a mixture of self-discovery, school errands, and educational

milestones. However, not all students can go to school and support their basic needs. Thus,

becoming a working student these days is a norm, typical working student faces in their journey

(Filwebasia).

Benefits of A Working Students

 11

Our primary interest is the relationship that part-time work has with a student’s academic

performance and persistence in school. More broadly, we are asking the questions, what are the

effects of part-time work on student and their lives? This is an open ended question that implies

that there are independent effects of working that one can discern-things that occurred. As well,

when relationships are observed, it is a matter of inference to conclude that correlation (usually

supplemented by other data) imply causal effects. Not all would agree with this positivist mode

of inquiry, but it is the approach taken in the literature and adopted for this study.

It seems only common sense that if students are working for pay rather than doing their

homework, then their marks in school will suffer This common sense conclusion has been

surprisingly hard to demonstrate king et al;s ( 1988, p. 33 ) finding for advanced level students

are typical; marks for non-working students averaged 75.5; for those working 1 to 5 hours, 75.7;

6-10 hours, 76.0; 11-15 hours, 75.0; 16 to 20 hours, 73.8; 21-25 hours, 73.4; 26 to 30 hours 72.5

and 31 or more hours, 73.0. That is the average works for students who do not work are lower

than those of students who work a few hours a week. However, those who work more than a

threshold level (which varies from study to study, but is usually between 15 and 20 hours per

week) have somewhat l owner marks than either of the other groups.

Table 1 displays the direction of relationships between part-time work and the academic

achievement of high school students reported in twenty studies carried out over the past fifteen

years. Also noted are the years of each study, characteristics of the research design (e.g., cross -

sectional or longitudinal, sample size, population sampled) and specific independent and
dependent variables used. Earlier studies tended to use work/no work as a dichotomous

independent variable whereas more recent studies have included measures of the extent of work

(e.g., hours per week) and, on occasion, the timing of the work (weekday evening or weekend).

On the dependent side, grade point average (annual, succeeding years, cumulative, and self-

reported) is the most common variable, although several studies have used standardized test

score (e.g., Scholastic Aptitude Test [ SAT).

Overall, twenty-five relationships between part-time work and academic achievement

were reported, since several studies reported more than one relationship. Of these, two indicated

a positive relationship (i.e.; part-time high school workers had higher mark than non-workers),

eight no relationship, thirteen a negative relationship, and three a curvilinear relationship. The

type of relationship detected will depend a great deal upon the nature of the sample selected and

the mode of analysis. Most of the studies compared group means or estimated first order linear

relationships so curvilinear trends normally would not be identified. In particular, the tendency

described earlier (i.e., for student who work a moderate amount of time to have higher marks that

those who do not work at all and those who work a large amount) would go undetected. As well,

if a particular sample had few or no students who work over 15 or 20 hours per week, then a

positive relationship would be apparent in the data since non worker have lower marks on

average than do workers. In contrast, if a study had relatively few who did not work and many

who worked more than 15 or 20 hours per week, then a negative relationship would appear since

intensive workers have, on average lower marks than those working a moderate amount.
 13

For working students, the evidence suggests that there is a negative relationship between

the extent of part-time work and student marks. Estimates of the magnitude of this relationship

are not detailed in Table 1 since the requisite data for estimating the effect size were generally

lacking. Where data were present, the effect seemed to be on the order of one quarter to one third

of a mark (e.g., a GPA of 3.2 rather than 3.5 on a 4 points scale, or a 70% rather than a 73 %.

Working Students Under ADM

Alternative delivery mode refers to the nontraditional education program recognized by

the Department of Education (DepED) which applies a flexible learning philosophy and a

curricular delivery program that includes no formal and informal sources of knowledge and

skills. An alternative delivery mode may include the use of facilitator-aided and interactive self-

instructional print and audio-based learning materials, video tapes, face-to-face structured

learning groups, semi-structured and unstructured discussions, one-on-one tutorials, study groups

and self-learning groups, demonstration sessions, home visits, mentoring and remediation

(LAWPHiL).

Alternative Delivery Modes (ADM) are tried and tested alternative modalities of

education delivery within the confines of the formal system that allow schools to deliver quality

education to marginalized students and those at risk of dropping out in order to help them

overcome personal, social and economic constraints in their schooling (Teachertayo).

 14

Working students rely heavily on their job income to sustain their studies. Some of their

employers understood the challenges of working students and allowed them to study in their

workplaces during their break times. Through asynchronous learning, students can commit to

their job responsibilities while meeting school requirements. This theme aligns with the concept

of autonomy in SDT, as students are given more choices leading to responsibility and autonomy

(Martin et al., 2018).

Two of the major ADMs of DepEd include the Modified In-School, Off-School

Approach (MISOSA) and the Enhanced Instructional Management by Parents, Community, and

Teachers (e-IMPACT) MISOSA. MISOSA involves subdividing congested classes (with more

than 50 students) in Grades 4, 5, and 6 into an in-School Group with classroom and subject

teachers and an Off-School Group with para- or volunteer teachers. E-IMPACT on the other

hand is a technology-enhanced ADM that addresses issues in accessibility and quality of

education in schools handled by a few teachers teaching multigrid classes, and allows learners

who are otherwise prone to prolonged or seasonal absences to enter and exit when needed,

learning from modules with the support of fellow learners, family members, and the community,

and their progress/advancement measured via mastery tests taken in the school (Global Goals).

The Philippine Department of Education currently recognizes several Alternative

Delivery Modalities (ADMs), also known as Flexible Learning Strategies (FLS), to provide

education to students for whom the traditional mode of delivery is not possible, available, or

effective. Some examples of Alternative Delivery Modalities in the Philippine education system
are IMPACT (Instructional Management by Parents, Community and Teachers), MISOSA

(Modified In-School Off-School Approach), OHSP (Open High School Program), among others

(SEAMEO INNOTECH).

15

Chapter II

METHODOLOGY

Research Design

The study of observational structures from a first-person perspective is known as

phenomenology. As it is an experience of or about some object, the intentionality, or being

oriented toward something, is the main structural component of an experience. By virtue of its

meaning or content, which serve to symbolize the object, as well as the necessary enabling

circumstances, an experience is directed toward the object.

According to Hussert, phenomenology is “the science of the essence of consciousness”,

focusing on the distinctive quality of intentionally and specially being approached “in the first

person”.

Study Sample and Site

Participants of this study were ten Grade 11 TVL working students (4 girls and 4 boys)

who, were regular senior high school students enrolled in S.Y. 2022-2023 at Sta. Cruz National

High School, IGACOS.

 16
Sampling Technique

In purposive sampling, the researcher set out to identify members of the population who

are likely to possess certain characteristics or experiences. In this way, the researcher can select

the individuals or cases that fit their study, focusing on a relatively small sample (Nikolopoulou,

K., 2022).

Research Instrument

The main instruments used in gathering the data for this study were guide questions for

interview. Researchers also used messaging app and audio recorders for documentation

purposes.

Development/Adoption/Modification

Questionnaires, for this study were developed based in the Zero-Sum theory. The theory

of Zero-Sum offers an explanation about why students prefer to give more time to work than to

studies. This theory could further explore the experience of TVL working students at SCNHS.

Validity and Reliability of the Instrument

The validity and reliability of the instrument were cross-checked by the research adviser

and other research advises from Sta. Cruz National High School. They verified that question

posed in the interview protocol could he.

Data Gathering Procedures 17

Researcher secured permission from the coordinator of the study. Consent from the

selected participants was also sought to determine if they were willing to participate in the study.

Researchers informed the participants about the tone of discussions and provided a comfortable

venue where they could freely express their answers to the questions. Video and audio recorder

were used as the documentation devices. Gathered answers and data were transcribed and

analyzed. Based on the findings, conclusions were drawn.

Ethical Protocol

In this part, researchers followed guidelines to professionally and ethically be illuminated

by the subject matter pursued in this study. With this endeavor, researchers followed these

principles:

Informed Consent. Permission from all research personnel and participants were sought.

Appropriate procedures in conducting the interviews were applied.

Mutual Respect. The study was introduced with utmost respect. Its importance was also

shared without deception. The entire research was presented with value to give participants the

interest to answer truthfully.

Non-coercion. Either by physical or psyche-manipulative method or by bribery, the

participants in this study were not forced. Their desired schedule during the interview was also

considered.
 Confidentiality. True names of the respondents, study site, and other personal information

(such as contact number and address) were strictly kept confidential and anonymous.

18

Data Analysis Approach

Pseudonyms were designated to each participant. Their responses were also tabulated.

Collected data were then discussed and interpreted. This involved the determination of meanings

of gathered information of relation to the purpose of the study.

Chapter III

RESULT AND DISCUSSION

This study explored the lived experiences of TVL working students under alternative

delivery mode. This chapter summarizes the findings and corresponding potential and practical

implications. These findings were discussed in relation to each of the guiding research questions,

with an emphasis on the implications for theory and practice. The chapter concludes with a

discussion of the study’s limitation and offers suggestions for future research.

RESULT:

Table 1. Themes and Core Ideas on Lived Experiences of TVL Working Students
 MAJOR THEME FREQUENCY OF CORE IDEAS
RESPONCES
Lack of Typical Lack of focus to study

Concentration Variant Feeling stress and pressured

General Feeling tired and sleepy
Less Interaction Variant Less physical interaction
Gaining Sense of General Doing task on time
Responsibility Typical Performing duties at work
and school
Improving Time Variant Setting priority
Management General Organizing tasks

Surviving the General Adapting to situation

Situation Variant Insufficient time for
19
academics
Variant Failure to pass

Table 1 shows the major themes and the corresponding core ideas which are formulated from the
information gathered during the interview.

Table 2. An example of responses on Lack of concentration

Participants Responses
R1 : He is really difficult, like tired you can’t focus on your studies due to
your work.
R2 : Sometimes I feel stressed and pressure, but most of the day it seems
normal to me.
R3 : It’s hard because sometimes I fall asleep in the classroom.

Table 2 shows the sample responses of the participants during the interview which are in
adherence to the theme, Lack of Concentration.
Table 3. An example of responses on Less Interaction

Participants Responses
R1 : Rarely, there is no signal here, even virtual class I will not join
because there is no signal.
Table 3 shows the sample responses of the participants during the interview which are in
adherence to the theme, Less Interaction.

Table 4. An example of responses on Gaining Sense of Responsibility 20

Participants Responses
R1 : After my work I do my assignments.
R2 : I interact my teacher during school hours, while I interact my boss
when he visit in the resort.

Table 4 shows the sample responses of the participants during the interview which are in
adherence to the theme, Gaining Sense of Responsibility.

Table 5. An example of responses on Improving Time Management

Participants Responses
R1 : I use to set aside my work and set schooling as a priority. Probably
my boss will understand me.
R2 : By finishing my job assignment and then give more focused and time
on the school assignment.

Table 5 shows the sample responses of the participants during the interview which are in
adherence to the theme, Improving Time Management.

Table 6. An example of responses on Surviving the Situation

Participants Responses
R1 : Sometimes, I cannot focus and having a shortage of time for studying
but as time goes by, I used to it.
R2 : Having a shortage of time for studies really affects my academic
performance at school.
R3 : To the point that my parents almost disown me because I fail to pass
my 1st semester and I’m not belong to the honor list.

Table 6 shows the sample responses of the participants during the interview which are in
adherence to the theme, Surviving the Situation
DISCUSSION:

21
1. What are the experiences of TVL working students under alternative delivery mode?

Based on the result, working students lack concentration on doing tasks between work

and academic activities. As stated by respondent 1, "It is really difficult, like tired you can't focus

on your studies due to your work". Moreover, feeling stress and pressured between work and

studying is difficult for them. According to respondent 2, "Sometimes feel stressed and pressure,

but most of the day it seems normal to me". Lastly, the students are feeling tired and sleeping

while in the classroom it's hard for them. As respondent 3 said, "It's hard because sometimes I

fall asleep in the classroom. These findings are coherent to the study Bozick (2007) on his zero-

sum theory which states that when working while studying the students will likely give more

time to work and lesser time to study.

Moreover, working students have less physical interaction with teachers and classmates

which makes it very difficult for them to do their academic tasks. According to respondent 1,

"Rarely, there is no signal here, even virtual class I will not join because there is no signal ".

These findings are supported by the study of Tinto (1991) and Braxton & Hirschy (2004) stating

that the small fraction of time spent in the academic environment may not let a complete

identification with the "student’s role".

2. How does working while studying affect the life of the students?

Based on the findings, working students gain sense of responsibility such as doing tasks

on time. As stated by respondent 1,” After my work I do my assignments”. Furthermore, they

learn to perform their duties at work and school to be responsible. According to respondent 2, “I
interact my teacher during school hours, while I interact my boss when we visit in the resort”.

These findings are coherent to the study of Triventi (2014) stating that education is the most
22
powerful weapon that can change the world.

Moreover, these experiences make the students improve time management as it is

necessary for them to have the students learned to set priorities by evaluating which tasks require

more time to finish or which tasks is urgent. As emphasized by respondent 1, “I used to set aside

my work and set schooling as priority. Probably my boss will understand me”. Also they

practiced organizing task schedules to serve as reminder and guide and not to be lost on track. As

respondent 2, “By finishing my job assignment and then give more focused and time on the

school assignment. These findings are supported by the study of UNITARY International stating

the time management plays essential role for working students to be successful.

Furthermore, working student managed to survive the situation between work and

academic activities. As stated by respondent 1, “Sometimes, I cannot focus and having a shortage

of time for studying but as time goes by, I used to it”. Moreover, Insufficient time for academics

while working it becomes difficult for them. As respondent 2 said, “Having a shortage of time

for studies really affects my academic performance at school. Lastly, failure to pass the semester

becomes difficult for them. These findings are supported by the study of Filwebasia stating a

student’s life is a mixture of self-discovery school errands and educational milestone. However,

not all students can go to school and support their basis needs. Thus, becoming a working student

faced in the journey.

Implications
 23

Working students face difficulties in concentration, stress, and pressure between work

and academic activities. They often feel tired and sleepy, which is consistent with Bozick's zero-

sum theory, which suggests that students give more time to work while studying. This affects

their ability to focus on their studies and maintain a healthy balance between work and academic

activities.

Moreover, working students face difficulties in class interaction due to lack of signal, as

they often struggle to identify their role in virtual classes. Studies show that a small fraction of

time spent in the academic environment may hinder this identification.

Also, working students gain responsibility for tasks between work and academic

activities, interacting with teachers and bosses. This aligns with Triventi’s (2014) study, which

highlights education as a powerful weapon for global change.

Furthermore, students improve time management by setting priorities, organizing task

schedules, and prioritizing schooling over work. They prioritize schooling and work, ensuring

their boss understands their priorities. Time management is essential for working students’

success, as supported by Unitary International’s study.

Lastly, working students face challenges in balancing work and academic activities, such

as lack of focus, time constraints, and academic performance. These challenges can negatively

impact their academic performance and semester failure.

Recommendation

Based on the foregoing findings and implications, the following recommendations are presented.
For the teachers, they should consider in formulating strategies to cater the needs of working
24
students so as to sustain their academics while working on their jobs.

For school administrators, they should consider the circumstances of working students in their

curriculum planning to address the common problems of the working students under alternative

delivery mode.

For the parents, they should provide support to their students who are working while studying at

the same time.

For the future researchers, they can conduct a study about working students to further understand

their situation.
 25

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