Factors Affecting Work-life Balance of Grade 11 Working Students

CHAPTER I

INTRODUCTION

Rationale

The increasing prevalence of students working part-time or full-time jobs alongside their

studies has brought into question their ability to effectively balance their time and energy,

maintain a healthy work-life equilibrium, and excel academically. This phenomenon is

particularly pertinent when examining the situation at Bartolome Sangalang National High

School. Education plays a vital role in human development, and for many high school students,

it’s a pivotal step towards achieving their academic and career aspirations. Nevertheless, the

concept of the “working student” has become a common occurrence in today’s society. Many

students now find themselves in the dual roles of being both a student and a worker, aiming to

support themselves and their families financially while pursuing their education. Understanding

how this dual role affects their academic performance is crucial given the substantial portion of

the student population it impacts.

Acaso (2019) stated that, working while studying is having part-time jobs while studying

to have extra income. It has a big impact on the academic performance of students. This study

aims to delve into the intricate relationship between working students and their capacity to

sustain a harmonious work-life balance while striving for academic excellence. We particularly

focus on the students of Bartolome Sangalang National High School, recognizing the prevalence

of working students in this educational environment.

 According to Baca (2017), Attending school full time, participating in research, and

maintaining a job may negatively impact a student’s grades. The prevalence of working students

raises concerns as it’s a scenario frequently encountered among high school students, including

those at Bartolome Sangalang National High School. This dual role may have potential

repercussions on various aspects of their lives, including their physical and mental well-being,

social lives, and overall quality of life. It is commonly observed that working students often face

challenges in maintaining high academic performance and meeting academic requirements. This

research seeks to ascertain whether the demands of employment have an adverse impact on a

student’s ability to excel academically. Additionally, according to Tasha Kolesnikova (2023),

Online part-time or full-time jobs are beneficial for college students to earn extra income,

especially during these trying times. Most of these jobs accept students with or without

experience. By undertaking this study, we hope to shed light on the factors that either facilitate or

obstruct academic success among working students. The act of balancing the demands of both

schoolwork and employment poses a significant challenge, which may potentially impact their

academic performance negatively.

This research is of considerable significance, addressing the issues faced by students who

find themselves navigating the complexities of work and academics simultaneously. The

implications of this study extend to the broader educational community, as it addresses a growing

concern in modern education. Investigating the impact of work on the work-life balance and

academic performance of students is essential for understanding the challenges they encounter

and for developing effective strategies to support their success in both the realms of work and

education.
Review of Related Literature

The working balance of students refers to the equilibrium they must strike between academic

commitments, extracurricular activities, and personal life to achieve overall success in their

educational journey.

Work

According to A. Zammitti (2021), career choices are often influenced by one’s concept of

work. This idea stems from the understanding that individuals tend to shape their career

decisions based on their perception of what work means to them. Work can be seen as a means to

an end, a source of personal fulfillment, or a combination of both. People often select careers that

align with their personal values, interests, and goals. This concept is crucial because it highlights

the role of personal beliefs in guiding career decisions and the importance of self-awareness

when choosing a profession. Alongside this concept, there is the idea of decent work, as noted by

A. Zammitti (2021). Decent work is a multifaceted concept encompassing the opportunity for

both men and women to engage in productive, equal, safe, and rights-based employment. It

underscores the importance of creating work environments that ensure fair wages, gender

equality, safe working conditions, and respect for workers’ rights.

Decent work is a fundamental concept for achieving social justice and improving the

quality of life for individuals in the labor force. According to W. Inayat (2021), jobs are a crucial

element of people’s lives. This assertion is rooted in the understanding that employment

significantly influences an individual’s lifestyle and social interactions. Jobs are the means by

which people secure their livelihoods, support their families, and engage with society. The
statement emphasizes the interconnectedness of one’s job and the broader aspects of life,

underlining the importance of work satisfaction and the role of organizations in fostering a

contented workforce. The idea that work can be viewed as a calling may be one of the oldest and

most well-established constructs in the study of work.(JA. Thompson 2019). The concept of

work as a calling suggests that some individuals perceive their work not merely as a job or a

career but as a deeply meaningful and purposeful vocation. This view is closely linked to

personal fulfillment and the belief that one’s work contributes to a greater good.

Working Students

According to F. Lessky (2022), The growing number of working students can be attributed

partly to changes in the student population with regard to socio-demographic and socio-

economic characteristics. Most studies focus on characteristics such as gender, age, the

educational attainment levels of parents or ethnicity. The increase in working students can be

partially attributed to changes in the student population’s socio-demographic and socio-economic

characteristics. Commonly studied attributes include gender, age, the educational backgrounds of

parents, and ethnicity. These factors help us understand the evolving landscape of working

students. Working while studying was perceived to be challenging yet financially helpful.

Students faced time constraints with school tasks, leading to poor grades. Hence, working

students tended to have difficulty managing both roles. (A. Payusan 2022). While working

alongside their studies can be financially beneficial, it often leads to time constraints that impact

academic performance.

The struggle to balance work and school responsibilities can result lower grades and

increased stress for these students. Being a working student is extremely hard because they need
to give 100% of their attention when they are in school and give 100% of their strength when

they work (AF Coral 2020). An insightful perspective on the rigorous demands placed on

working students. They are required to allocate 100% of their attention to their education during

school hours and give their utmost effort when working. This dual commitment makes their

academic and work responsibilities particularly challenging.

Work Life Balance

According to Abdul-Wahab and Yusoff (2021) This study provides a comprehensive

review of the literature on the impact of work-life balance on the academic performance of

working students. The authors found that work-life balance has a significant positive impact on

academic performance. Students with a higher work-life balance are more likely to have higher

GPAs and lower stress levels. Zhang and Wang (2021) investigated the mediating role of time

management skills in the relationship between work-life balance and academic performance of

working students. The authors found that work-life balance has a significant positive impact on

academic performance, and that time management skills mediate this relationship. Students with

a higher work-life balance had better time management skills, which led to higher academic

performance. Abas and Yusof (2022) and also this investigated the moderating role of social

support in the relationship between work-life balance and academic performance of working

students. The authors found that work-life balance has a significant positive impact on academic

performance, and that social support moderates this relationship. Students with a higher work-

life balance who had higher levels of social support had even higher academic performance of

the working students.

Needs

According to Abdul-Wahab and Yusoff (2021) this study provides a comprehensive review

of the literature on the needs of working students in higher education. The authors found that

working students have a number of unique needs, including financial support, flexible scheduling

options, Career counseling, and Access to tutoring and counseling services. The Needs of

Working Students in the Digital Age Zhang & Wang (2021) conducted the needs of working

students in the digital age. The authors found that working students need access to digital

technologies and resources, such as laptops, internet access, and online learning platforms. They

also need training on how to use these technologies effectively in their academic performance.

This study conducted The Needs of Working Students from Diverse Backgrounds, Abas &

Yusof (2022) the needs of working students from diverse backgrounds. The authors found that

working students from diverse backgrounds may have additional needs, such as language

support, cultural support, and financial assistance.

Wants

According to Kevin T. Leicht and Jennifer A. Parker (2018) found that working students

value flexibility and autonomy in their work. They want to be able to choose their own hours,

work remotely, and have control over their workload. This would allow them to better manage

their time and reduce stress. Working students highly value flexibility and autonomy in their

jobs, seeking the ability to set their own hours, work remotely, and manage their workloads

independently. This desire for autonomy is attributed to their aim to enhance time management

and reduce stress. According to LW Perna (2013), students between the ages of sixteen and
twenty-four attending college full time — worked while enrolled. About 80 percent of

traditional-age undergraduates attending college part time worked while enrolled. A significant

trend among college students, particularly those aged sixteen to twenty-four. Approximately 80

percent of traditional-age undergraduates attending college part-time also hold jobs while

pursuing their education, underlining the prevalence of work-study arrangements in this

demographic.

Additionally, Rebecca Ratcliffe (2019) found that working students want more

opportunities to develop their skills and knowledge, and to advance their careers. This could be

through internships, apprenticeships, or training programs. Working students also want their

employers to be more supportive of their academic studies. Findings reveal that working students

are eager for opportunities to develop their skills and knowledge, with a focus on advancing their

careers. These opportunities often involve internships, apprenticeships, or training programs.

Furthermore, working students express the need for greater support from their employers in

balancing work and academic responsibilities.

Physiological Needs

According Their studies, Abdul-Wahab & Yusoff (2021) This study provides a

comprehensive review of the literature on the impact of work-life balance on the physiological

and psychological needs of working students. The study found that work-life balance has a

significant positive impact on the physiological and psychological needs of working students.

Students with a higher work-life balance are more likely to have better physical and mental

health, and are less likely to experience stress, anxiety, depression and lack of sleep. Zhang &

Wang (2021) This study investigated the mediating role of physiological needs in the relationship
between work-life balance and academic performance of working students. The authors found

that work-life balance has a significant positive impact on academic performance, and that

physiological needs mediate this relationship. Students with a higher work-life balance had better

physiological needs (e.g., sleep, nutrition, exercise, food, water, shelter and clothing), which led

to higher academic performance.

Dr. Kushida (2017) adds that the importance of obtaining adequate sleep in the student-age

population cannot be overemphasized. “There are data that sleep loss leads to learning and

memory impairment, as well as decreased attention and vigilance,” says Dr. Kushida. The

adverse impact of sleep loss extends to decreased attention and vigilance. Students who are

sleep-deprived often struggle to maintain focus, leading to reduced productivity and potentially

increased errors in their work. This issue becomes particularly pertinent for those balancing

academic and work commitments, as discussed in the previous statements. As such, Dr.

Kushida’s statement emphasizes the importance of prioritizing sleep for optimal cognitive

functioning and overall well-being in the student population.

Self Needs

According to Moira Lawler (2023) self-care includes everything related to staying

physically healthy — including hygiene, nutrition, and seeking medical care when needed. It’s

all the steps an individual can take to manage stressors in his or her life and take care of his or

her own health and well-being. It extends beyond the physical realm to address an individual’s

ability to manage and mitigate stressors in their life. In essence, self-care involves a proactive

and holistic commitment to preserving one’s health and well-being, combining physical care

with effective stress management strategies. Nearly a quarter-million people work in universities
in Canada, making it one of the fastest-growing sectors. Although each university provides

occupational health and safety services and training programs to their employees, there have

been no studies conducted on the impact of such programs on employees’ knowledge, attitude

and behavior. (Hoque 2022).

This raises questions about the potential benefits and areas of improvement in ensuring the

safety and well-being of university staff. To be a working college student, the student must

attempt to balance work, school and life. This balancing act seems to go hand-in-hand with level

of stress. In fact, females, first year students, and full-time college students actually perceived a

greater level of stressors (in comparison to all other students), which lead to an increase in stress

(Heidi Schwartz 2016). Schwartz’s findings indicate that certain subgroups, including females,

first-year students, and full-time college students, experience a higher perception of stressors

compared to their peers, leading to increased stress levels. This insight highlights the importance

of tailored support and resources to help these individuals effectively manage their academic and

work commitments while mitigating the associated stressors.

Love and Belonging Needs

According to Omer Caraman (2018) is one of the basic psychological needs dealt with by

many conceptualists. In different contexts the need to belong may be met at different levels. This

needed to manifest differently in various contexts and settings. Whether through family,

friendships, communities, or larger social groups, individuals seek to fulfill their need for

belonging, and the level at which this need is met can vary, demonstrating the adaptable and

dynamic nature of this essential human requirement. Sense of belonging translates to students of
all ages and developmental stages improving academically, being more engaged and motivated

in school, and increasing their physical and emotional health. (Cari Gillen-O’Neel 2020).

Moreover, it promotes higher levels of engagement and motivation, which can significantly

enhance a student’s overall educational experience. Additionally, the positive effects extend

beyond academics, contributing to improved physical and emotional well-being, emphasizing the

holistic benefits of fostering a sense of belonging in educational settings. Family Relationships

and Well-Being (P.A Thomas · 2017), suggests that the content likely explores the intricate

connection between family dynamics and an individual’s overall well-being. This topic may

encompass the influence of family relationships on psychological, emotional, and physical

health, offering insights into the profound impact of familial interactions on one’s quality of life.

Esteem Needs

According to Camel (2020), Self-esteem is an important human fundamental concept that

plays an important role in a person’s growth, development, and quality of life. A person’s self-

esteem shapes that person’s beliefs which in turn shape their actions, and these actions in turn

shape their social reality and the social realities of the people around them. A person’s self-

esteem shapes their beliefs, which in turn guide their actions. These actions not only impact their

own quality of life but also contribute to shaping the social realities of those around them,

emphasizing the profound societal implications of self-esteem. According to Marc A. Fournier

(2017), Esteem needs include motivations for personal achievement and social status. Esteem

needs encompass motivations for personal achievement and social status. This suggests that

individuals are driven by the desire for recognition, success, and their place within the social

hierarchy, shedding light on the inherent human aspirations related to esteem needs.
 Job is one of the important elements of people’s life. Their living style and their social

lives depend on their jobs. Therefore, it is necessary for every organization to have satisfied

workforce. (W Inayat 2021). Jobs hold a central role in people’s lives, influencing their living

standards and social interactions. Recognizing the importance of a satisfied workforce,

organizations must prioritize employee well-being and job satisfaction, as it directly impacts not

only the individuals but also the broader community they are part of, underlining the

interconnectedness of employment and societal well-being.

Self-actualization

According to Andrew Johnson (2017), Self-actualization is the state where one is able to

accept and express of one’s inner core or self and begin to actualize those capacities and

potentialities found there. Self-actualization as a state where individuals embrace their inner

selves and start realizing their innate capacities and potentials. Self-actualization according to

Perera (2023) is the complete realization of one’s potential, and the full development of one’s

abilities and appreciation for life. This idea portraying self-actualization as the comprehensive

realization of one’s potential, the development of one’s abilities, and a deep appreciation for life,

emphasizing the holistic nature of this personal journey. Is all about pushing oneself to the limits

and proving to the world that one can manage their time in the best possible way (R. Abenoja,

2019). The importance of pushing one’s limits and managing time efficiently as a means to prove

one’s capabilities.

Conceptual Framework
In relation to the given study, figure 1 illustrates the research paradigm of the study. The first box

contains the socio-demographic profile of the respondents composed of age, gender, strand,

socioeconomic status and overall GPA in grade 10. The second box below the first box contains

the other independent variable which is the Work Life and Decision Making of Skills about

Expectancy, Valence, and Instrumentality . While the third box at the right is the dependent

variable which is the Academic Performance of the respondents and the last box in the bottom is

the Proposed Research.

Paradigm of the Study

Definition of Terms

For better understanding of the research, terms were operationally defined as follows:

Analysis - It refers to the assessment and identification of the learning styles of the

Senior High students of Bartolome Sangalang National High School.

Expectancy - Individuals are motivated to work while studying with the anticipation that their

efforts will lead to future rewards, such as academic success or enhanced career prospects.

Valence - The perceived value or desirability of the expected reward influences motivation.

Instrumentality - Belief that hard work will directly result in achieving desired outcomes,

further motivating individuals.

Physiological Needs - Basic needs like food and shelter, which working while studying can

fulfill, providing strong motivation.

Safety Needs - Working contributes to financial security and stability, addressing this level of

need.

Love and Belonging Needs - Working may enable individuals to contribute to social circles or

feel valued by supporting their families.

Esteem Needs - Progress in education and career through working leads to recognition and self-

esteem.

Self-actualization Needs - Working aligns with aspirations, allowing individuals to reach their

full potential.

Statement of the Problem

This study will be focused on the Grade 11 Working Students about Factors Affecting Work Life

Balance.

The study seeks to answer the following questions:

1. How may the demographic profile of the respondents be described in terms of:

1.1 Age

1.2 Gender
 1.3 Strand

1.4 Socioeconomic status (SES)

1.5 Overall GPA in grade 10

1.6 Number of hours worked per week

2. How may the Work Life and Decision Making of Skills be described in terms of:

2.1 Expectancy

2.2 Valence

2.3 Instrumentality

2.4 Psychological Needs

2.5 Safety Needs

2.6 Love and Belonging Needs

2.7 Esteem Needs

2.8 Self-Actualization Needs

3. Is there a significant relationship between the demographic profile to Work Life, and Decision-

making skills of the respondents?

4. Is there a significant difference between the academic performance of the respondents

according to their work-life and decision-making skills?

5. What research program can be suggested as a result of the study?

Hypothesis of the Study

The researcher is guided by the following hypothesis:

1. There is no significant relationship between the demographic profile to work-life and decision-

making skills of the respondents.

2. There is no significant difference between the academic performance of the respondents

according to their work-life and decision-making skills.

Significant of the Study

This study will be of great significance to the following concerned people:

Administration - The result of this study guides working students to make a plan that they can

further expand their thinking in studying and working, to develop an academic plan to their

needs and to help the academic performance of students to achieve and improve the quality of

their education.

School Heads - School Heads can provide benefits based on the results of this study, they can

make different learning styles of students, knowledge can help school leaders formulate action
plans that can improve instruction and student learning process to improve their academic

performance.

Teachers - The result of this study will provide knowledge so that students can focus their

studies more through their need to cultivate the teacher’s knowledge of what they should do such

as the strategies and methods they should do with their students to improve their academic

performance.

Students - This study will help them to know what they should do in their learning method to

improve their thinking on how they manage time and how they can learn in different ways while

working and studying.

Future Researchers - The results of the study can be a reference to their researches in

conducting similar or related research in the future to help others research to give them idea.

Scope and Delimitation of the Study - This study is about “Learning Different Styles

Preferences of Grade 11 Students”. The Study is delimited to the perception of Senior High

Students of Bartolome Sangalang National High School on their different learning styles. The

respondents of this study were 50 Working Students in Senior High of Bartolome Sangalang

National High School. The data gathering will be conducted during the school year 2023-2024.
 Chapter 2

RESEARCH DESIGN AND METHODOLOGY

This section presents the methods, procedure, and sources of data. Presentation

sequence begins with research design, followed by the respondents of the study, the locale of the

study, the data gathering instrument, research procedure and the statistical treatment of data.

Method of the Study

The descriptive method of research was used in this study. The checklist was the primary tool to

gather data. Validation of findings was done through interviews and observations. The

descriptive method facilitates to explain the nature and causes of the particular phenomena under

investigation as it exists at the time of the study. The technique seeks an accurate description of

the students’ Learning Style Preference and its relation to their academic performance.

Respondents of the Study

The respondents of this study were 28 Working Students in Senior High of Bartolome Sangalang

National High School. The data gathering will be conducted during the school year 2023-2024.

The distribution is shown in the fallowing table below.

 Table I.

Students
Study Schools
(N1)
Bartolome Sangalang National High School

Grade XI

HE Vecelyn 1

HUMSS Mj 2

HUMSS Zaldy 6

HUMSS Kindred 12

EIM Macel 4

ABM Marites 3

Vanessa 5

TOTAL 33

Random sampling was used based on the size of the study school giving equal chances for

all the respondents to be selected. Random selection was made for the student participants since

they had the same new experiences in their academic while manage their time to work.

Data Gathering Instruments

The instrument to gather data, devised by the researcher. structured Questionnaire-

Checklist research instruments has two parts: PART I for the profile of the students in terms of

Grade level, gender, family monthly income; PART II for the students’ level of self-efficacy

along the three domain.

Students’ responses to the Part II item statements are measured using the 4-point Likert scale.

1 – Rarely

2 – Occasionally

3 – Very frequently

4 – Always

Verbal description of the item statement is based on the following arbitrary numerical guide:

3.36 – 4.40 Strongly Agree

2.51 – 3.25 Agree

1.76 – 2.50 Disagree

1.00 – 1.75 Strongly Disagree

Reliability and Validity

Validity refers to the quality that a procedure or an instrument (tool) used in the research

is accurate, correct, accurate, meaningful and right (Enon, 1995). The instrument used in this

study have undergone the Cronbach test for validity and reliability with a .075 obtained value

with is described as substantially valid and reliable.

 Reliability refers to how consistent a research procedure or an instrument is. The

checklist has been tested with a degree of consistency. The researcher has confidence that the

results would be consistent every time, so the study is reliable.

Administration of the Instruments

The researcher sought permission from the School Principals for the administration of

instruments to the public secondary school teachers and students in the setting of the study. The

researcher personally administered the checklist by visiting the study schools directly, explaining

to the participants the objective of the study. It afforded the researcher an opportunity to

interview and have firsthand observations on the situations of the respondents and the school

setting.

Procedure of Analysis

Data analysis was done using descriptive statistics for quantitative data. This research

used quantitative data analysis techniques. After collecting, organizing, tabulating the data, these

are analyzed, interpreted, reported using descriptive statistics, frequency counts, percentages,

Pearson Moment correlation.

To answer objective one and two, the researcher used frequency count and percentages to

describe the profile of the student and teacher respondents.

The Pearson Moment Correlation was used to test the hypothesis: “There is no significant

relationship of the students in Factors Affecting Work-Life Balance of Grade 11 Working Students.