College Thesis

SCHOLASTIC PERFORMANCE AND LEVEL OF ACADEMIC ENGAGEMENT
OF FOURTH YEAR BACHELOR OF ELEMENTARY EDUCATION WORKING

AND NON-WORKING STUDENTS AT TARLAC STATE UNIVERSITY
A Research Proposal
Presented to the Faculty of
the College of Teacher
Education Tarlac State
University
Tarlac City
In Partial Fulfillment of
of the Requirements for the
Course EED RES –
Research in Education
ARIANE T. AGUAS
WENCY S. AQUINO
KACEELYN C. BASANGAN
JM B. CASTAÑEDA
MAROJA M. MICO
SHANE JANUA V. NAVARRO
ANN LEY M. PUNZALAN
November 2022
Republic of the Philippines
TARLAC STATE UNIVERSITY
COLLEGE OF TEACHER EDUCATION
CENTER OF DEVELOPMENT IN TEACHER EDUCATION
Lucinda Campus, Tarlac City
Re-accredited Level IV Phase 2 by the Accrediting Agency of Chartered Colleges and
Universities of the Philippines (AACUP), Inc.
APPROVAL SHEET
This research of ARIANE T. AGUAS, WENCY S. AQUINO, KACEELYN C.

BASANGAN, JM B. CASTAÑEDA, MAROJA M. MICO, SHANE JANUA V.
NAVARRO, AND ANN LEY M. PUNZALAN entitled “SCHOLASTIC
PERFORMANCE AND LEVEL OF ACADEMIC ENGAGEMENT OF
FOURTH YEAR BACHELOR OF ELEMENTARY EDUCATION
WORKING AND FULL TIME STUDENTS AT TARLAC STATE
UNIVERSITY” which will be submitted in partial fulfillment of the requirements
for the course EED RES – Research in Education, is hereby accepted.
ROSANNA PABLICO, Ph.D., RGC

Research Adviser
PANEL OF EXAMINERS
Oliver G. Cura, Ph.D., RGC

Chairman
Andie Rafael E. Quiballo, RGC Allan Santos, RGC

Member Member
ROSANNA PABLICO, Ph.D., RGC

Research Professor
Accepted and approved in partial fulfillment of the requirements for the course EED
RES – Research in Education.
JASPER JAY N. MENDOZA, Ph. D.

Dean, College of Teacher Education
Date:
iii
CERTIFICATE OF PLAGSCAN
iv
DEDICATION
Jesus Christ, our Lord and Savior, for giving us the wisdom, strength, support, and
knowledge to investigate, for helping us to overcome all the trials we have faced,
and for being determined to continue our studies and make this study possible.
We, the researchers, would like to express our sincerest thanks to all the people
who have helped us in any way, who have shared the effort and knowledge to make
this research a reality.
Whatever has been accomplished and whatever has been the product of every
endeavor, there is a great source of all effort, striving, guidance and gracious
blessings without whom this task would have been impossible.
We would like to express our sincere gratitude to our research thesis adviser, Dr.
Rossana E. Pablico, RGC for the continuous support to our study and research, for
her patience, motivation, enthusiasm, and immense knowledge. Her guidance is
useful throughout the whole time of research and writing of this research.
To our loving parents for their moral encouragement, financial support, and
spiritual support in every path we take. Thank you, this is all for you.
-The Researcher
v
ACKNOWLEDGEMENT
The research team would like to acknowledge all those who generously extended
their time, effort, and expertise towards the completion of this study. The team
expresses their deep appreciation to the following members.
To Dr. Jasper Mendoza, the Dean of the College of Education, who made it
possible for the researchers to conduct this study at Tarlac State University's College
of Teacher Education;
To Dr. Ma. Teresa Acosta, the Chair of the Bachelor of Elementary Education,
for allowing the researcher to conduct this study in the BEEd program;
To Dr. Rosanna Pablico, RGC, the professor and adviser to the researchers, for
imparting knowledge and instilling the necessary and useful research techniques to the
researchers. Through her guidance, this study reached its conclusion and success;
To Prof. Andie Rafael E. Quiballo, Dr. Oliver G. Cura, and Mr. Allan
Santos, the distinguished members of the panel, for their suggestions and advice on
the progress of this study;
To Mr. Alejandro B. Lingat, EdD; Mr. Kevin J. Robrigado; and Mr.
Ronaldo A. Velilia, for guiding the construction and validation of the research
questionnaire. Thank you for helping the researchers to accomplish the study
objectives.
To Mr. Chris Mark Catalan, for his dedication, time, and guidance to the
researchers in the statistical treatment, understanding of the data, and advice related to
vi
the study;
To Ms. Janice Manalili for her dedication to making this paper looks presentable
and scholarly. The researchers are genuinely grateful for the kind effort, as well as for
letting them experienced her magic as guardian of language. You are truly the best.
To all the Presidents of Fourth Year BEED Students, the researchers are very
grateful to them for their assistance in disseminating the survey questionnaires. You
have worked very hard and have completed the data collection with ease;
To BEED Fourth Year Students, who trusted and cooperated in the data
collection process that set this study on the right track.

vii
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................................i

APPROVAL SHEET ...................................................................................................ii
CERTIFICATE OF PLAGSCAN ............................................................................. iii
DEDICATION ..............................................................................................................iv
ACKNOWLEDGEMENT ...........................................................................................v
TABLE OF CONTENTS ............................................................................................vii
LIST OF TABLES ......................................................................................................viii
LIST OF APPENDICES .............................................................................................ix
ABSTRACT ...................................................................................................................x
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Background of the Study .......................................................................1

Statement of the Problem ......................................................................4
Hypothesis .............................................................................................4
Significance of the Study ......................................................................5
Scope and Delimitations.........................................................................6
Literature Review and Related Studies .................................................7
Conceptual or Theoretical Framework .................................................10
Definition of Terms ..............................................................................12
2 METHODS OF STUDY AND SOURCES OF DATA
Research Design ...................................................................................13

Locale of the Study ...............................................................................13
Sampling Design and Participants ........................................................14
Research Instruments ............................................................................15
Data Gathering Procedure .....................................................................16
Data Analysis ........................................................................................17
Ethical Considerations ..........................................................................18
3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
Results ..................................................................................................20
Discussion ............................................................................................26
viii
Implication ............................................................................................27
4 SUMMARY, CONCLUSION, AND RECOMMENDATIONS
Summary of the Study…......................................................................31

Summary of Results .............................................................................32
Limitations of the Study…....................................................................34
Conclusion ............................................................................................35
Recommendations .................................................................................36
REFERENCES ........................................................................................................38
APPENDICES ..........................................................................................................40
ix
LIST OF TABLES
ix
LIST OF APPENDICES
Appendix Page
A. Letter of Intent for Validators ............................................................41
B. Letter of Intent for Statistician ............................................................43
C. Certificate of English Critic ................................................................48
D. Validated Questionnaires ....................................................................49
E. Letter of Intent for College Dean .......................................................51
F. Letter of Intent for the Respondents ..................................................52
G. Curriculum Vitae ................................................................................53

x
Abstract
This study aimed to determine the difference between the Scholastic Performance
and Level of Academic Engagement of Fourth Year Bachelor of Elementary Education
Major in General Education Working and Non-working Students at Tarlac State
University. The sample size consisted of twenty-five (25) working students and twenty-
five (25) non-working students, which are equivalent to fifty (50) respondents from
fourth year level in the College of Teacher Education, especially in the Bachelor of
Elementary Education for the A.Y. 2021-2022. Moreover, the study was conducted and
described using quantitative research, particularly a comparative research design. This
study contributed to research-based data and knowledge on the possible difference
between the two groups who were studied upon. Apart from this, the researchers
employed MS Forms and Likert scale checklist sent via online to collect the data and
responses of all students who participated. Results showed that 58 people took part in the
study, with 100% participation in the survey, with 41 females (70.69%) and 17 males
(29.31%). Interestingly, out of 320 Fourth Year BEEd students, a total of 58 respondents
were taken into the study. Based on the given findings, it was revealed that there are no
differences in the scholastic performance and level of academic engagement of the two
groups. Therefore, both working and non-working students are active in school
participation, and they both have full responsibility for their academic performance.
Keywords: Scholastic Performance, Academic Engagement, Scholastic.

Chapter 1
THE PROBLEM AND ITS BACKGROUND
This chapter of the paper presents the problem and its setting. It includes the
background of the study, the statement of the problem, the significance of the study, the
scope and delimitation of the study, a review of related literature and studies, the
theoretical framework, the conceptual framework, and the definition of terms.
Background of the Study
This study explores the educational presentation of scholastic performance and
academic engagement between working and non-working students. Nowadays, part-time
employment among students is very common, particularly among college students.
Moreover, scholastic achievement has become an index of a child's future in this highly
competitive world. It is the foundation of everything because we are now in the time
where education is essential. It is seen as what a student can do on their studies,
especially on their scholastic performance. Working for a prolonged period can have a
harmful impact on the scholastic performance of the students who do part time jobs,
according to (Muluk, 2017). That aspect can alter their scholastic performance, because
the longer an individual’s working hours, the less time there is to do schoolwork, read the
lessons, create wonderful projects, do the assignments, and review for the quizzes and
examinations. Leisure time will be placed in the working period and due to the tiredness
from the work, the student will attain low academic performance. Instead of reading
notes after the lesson and resting after studying, the student is working because the
duration of working is more extensive than the learning time (Rockman et al., 2022).
2
In the Philippines, working while studying is a hard undertaking, particularly for
seasonal worker students who work for additional hours. Adjusting their presentation in
school and at work is extreme; examining while working makes it difficult to manage
their time appropriately (Ciasico, et al., 2015) as cited by (Sampani, et al., 2022).
However, the non-working students will have the advantage of much greater flexibility
than those admitted with fewer hours. These students can take full responsibility for their
academic performance and more. Alongside this, being a non-working student may also
provide an individual with an added advantage of being able to get involved in
extracurricular activities.
A description of a part-time job in a working student is defined or characterized as
working fewer hours per week than an all-day job. Those students who have taken part-
time courses in the past are also incredible and have contributed to the college experience
(Creston, 2019). In fact, balancing work and learning time can have a progressive effect
on students who work part-time. It is not always easy to do two things at once, such as
working. The two exercises are both fundamental for the students who have part time
jobs. According to (Coates, 2005) as cited by (Mahlangu, 2021), non-working students
are those who attend school. It has the improvement of allowing them to concentrate on
studying on what they want to take, which gives them flexibility and freedom to choose
when and how they would study, prepare and complete their task or project.
The student's educational accomplishments are crucial in this world and typically
serve as the foundation for their future. Today, students are busy with their academics,
particularly college students. They have numerous tasks, assignments, and activities
every day, which is why they always tend to give importance to their leisure time. No
3
time or effort is wasted when someone is a student. Everything that you do is counted and
can affect your scholastic performance as a student (Sukumaran, 2011).
(Muluk, 2017) on his research, which is entitled “Part-Time Job and Students’
Academic Achievement”, asserted that the toll of living and education is ceaselessly
rising in countries like Indonesia. As a human being, they have various needs. Aside from
it, there is an additional educational cost charge from the students that they must pay.
Their daily school expenses are also a factor in why they need to work part-time. The
allowance each day, transportation, dinners, ventures, and other things cannot be backed
by guardians who lack work to support their children. For that clarification, monetary
issues are one of the reasons why students choose up portion occupations. Following in
line are the abilities that they get while working on that job, which are most of the time
related to their specific course or career.
Further, the objectives of the present study were to determine the scholastic
performance and level of academic engagement of working and non-working students at
Tarlac State University, specifically the fourth-year students in the College of Teacher
Education. Additionally, the study also aims to identify the differences between the two
groups being studied, particularly the groups of students with different focuses. It also
has the purpose of determining which group will excel in their scholastic performance
and academic engagement. Correspondingly, the study's answers and findings will
hopefully assist people in resolving the problem, particularly the beneficiaries, because
knowing the answer will already give them an idea if doing the part-time job will be an
advantage or a hindrance in their life as a student or as an individual person.

4
Statement of the Problem
This study aimed to differentiate the scholastic performance and level of
academic engagement of 4th year BEED working and non-working students at Tarlac
State University.
Specifically, this research seeks to answer the following questions:
1. How can the profile of the respondents be described in terms of?
1.1 Age;
1.2 Gender
2. What is the scholastic performance of working and non-working students?
3. What is the level of academic engagement of working and non-working
students?
4. Is there a significant difference between the performance of working and
non-working Students?
Hypothesis
Ho: There is no significant difference observed between the scholastic performance of
fourth year BEED working and non-working students.
Ha: There is a significant difference found between the scholastic performance of fourth
year BEED working and non-working students.
Ho: There is no significant difference found between academic engagement of fourth
year BEED working and full-time students.

5
Ha: There is a significant difference between the academic engagement of fourth year
BEED working and non-working students.
Significance of the Study
Scholastic performance and academic engagement of working and non-working
students are especially important in their school. This study contributes research-based
data and knowledge on the possible difference between the scholastic performance and
level of academic engagement of fourth-year BEED working and non-working students
at Tarlac State University.
To the Students. The fourth-year students at Tarlac State University, especially
those who are enrolled in the Bachelor of Elementary Education program, will benefit
from this study, as it will give them useful information about the possible effect of having
a part-time job or a full-time job on their grades and test scores.
To the Teachers. Teachers at Tarlac State University will benefit from this
resource guide, which includes a useful checklist for teachers who may want to learn
more about their working and non-working students in their classes and catch up on
events that occurred during the school year.
To the Working students. All the working students at Tarlac State University
will benefit from this research. The purpose of this study is to serve as a guide for
students who want to take a job. This study will help them become good and responsible
students, despite not having as much time at home as they would like.
6
To the Future Researchers. This study will benefit future researchers because it
will raise awareness about the situation of both working and non-working students. This
is an important topic because many people may not be aware of how long it takes them to
get the desired performance out of a student and could use this report to help everyone
better understand the needs of students.
To the Parents. The research findings of this study will provide the parents of the
students with the information concerning the condition of education of their children.
Certainly, the parents are responsible for every aspect of their children's lives, from how
they act outside the home to what school activities they participate in and who they spend
time with. It is also important for parents, particularly those who work outside the home
and do not have time to check on their children or themselves.
To the Society. The general public, in particular, will benefit from this study
because it will provide them with a broader perspective on the case of collegiate students
who are studying full time and constantly working to support their finances.
Scope and Delimitations
The study focused on determining and comparing the academic engagement and
scholastic performance of selected fourth-year BEED students at TSU who are enrolled
in the second semester of the academic year 2021-2022, with 24 units, or full load. The
involved respondents are a randomly chosen sample of 25 working and 25 non-working
fourth-year CTED students at Tarlac State University who are only enrolled in general
education program. In addition, this research used MS Form to collect data from all
participants, and as part of the data collection process, it will send a checklist via an
7
online platform to all students who needed to participate in the study in the school year
2022-2023.
Literature Review and Related Studies
(Muluk, 2017) stated in his research, entitled "Part-Time Job and Students’
Academic Achievement," that part-time jobs have been considered one of the factors
influencing students’ academic achievement. The paper examined the conditions of the
students in the English Department who are undertaking part-time jobs outside campus.
The effects of employment on students’ academic achievement are investigated. A
qualitative approach is utilized to analyze the impact of part-time jobs on students’
academic achievement. Fifty (50) students were purposively chosen as the samples for
this study. The result of the study indicates that despite the time spent on part-time jobs,
students’ GPA is above average. However, in some cases, the time required to finish their
studies is longer than for those who do not have part-time jobs.
(Kapur, 2018) claimed in his study, "Factors Influencing the Student’s Academic
Performance in Secondary Schools," that in India, education is considered imperative for
not only the progress of the individual but also for the development of the community
and nation. The main purpose of this research paper was to understand the factors that
influence the academic performance of the students in secondary schools in India.
Further, there are numerous factors within and outside of secondary schools that
influence students' academic performance. The primary areas that have been considered
include factors influencing the academic performance of the students, such as the
enormous number of students in the class, parental and associated factors relating to
8
academic achievement, the contribution of school factors, the influence of poverty on the
academic achievement of students, and other causes of low academic achievement. The
result showed that to achieve good academic outcomes, it is vital for the students to be
dedicated and sincere towards their studies.
Abenoja et al. (2019) in their study entitled “The Experiences of Working While
Studying” examined how the student creates ways to maximize their time in working and
in studying. The said study also aimed to investigate and identify students' experiences
while working. The findings revealed that the participants have happy feelings and good
time management. Moreover, it shows that the most effective ways of overcoming the
problems they encounter are through good time management and self-reflection.
In Frigillano, Ciasico, and Nulada's (2015) study entitled "Lived Experiences of
On-Campus Working Students," the results revealed that financial problems were the
main factor that motivated the students to work on campus. They experienced varied
feelings such as happiness, sadness, annoyance, and worry. Despite work pressure,
working students had suitable time management both for studies and work, with high
self-esteem and good academic performance. The study concluded that participants’ dual
roles in the college as non-working students and workers do not seem to affect their self-
esteem and academic performance; however, there is a need to consider helping these
students, especially in terms of their financial needs for them to finish their studies.
Students are not aware of the possible effects part-time work may have on their academic
performance. Moreover, in determining whether part-time employment affects the
students' scholastic performance, the researchers addressed the problem by comparing the
9
two groups of students. If a significant difference is found, it would provide evidence that
part-time work might negatively affect students' academic performance.
According to Essays, UK (2018), "The Impact of Part-Time Work towards
Academic Performance," balancing work and school time can help students succeed
academically while working part-time jobs. Like working and studying at the same time,
multitasking is not always simple. For the students who work part-time, the two activities
are both essential. They must work to support their studies to continue their education
and support their families by taking on the responsibility of providing daily allowances,
paying tuition fees, and other out-of-pocket expenses. They must also study to learn new
things and achieve their future goals.
The similarities of these studies are that they determined the scholastic
performance of distinct levels of students and the students’ lived experiences while
having part-time jobs. However, the differences are determined by other factors that
affect the scholastic performance of the students. They also determine if there is a
significant relationship with other factors in scholastic performance. In other studies, they
use other levels of students as their participants, like college students, nurses, and pre-
school students, but in this study, the main participants would be the fourth year working
and non-working students from the College of Teacher Education at Tarlac State
University.
Conceptual Framework
By applying Walberg’s theory of academic performance in this study, the
researchers can better understand the study of academic performance that refers to the
10
students’ progress. Part-time jobs are in demand nowadays because employers are
constantly in need of employees, and at the same time, students who can balance their
studies while working want to get a job for an extra income, especially during summer
breaks and weekends. Students may benefit from working part-time, particularly if the
work is connected to their studies. Students will be able to visualize their future careers
and assess their interest in them. Identifying scholastic performance and academic
engagement helped the research study find the difference. All the findings and
information were used to draw conclusions and recommendations that could be a
significant contribution to the students who are considered working and non-working
students.
Accordingly, Figure 1 below illustrates the conceptual framework of the research.
The paradigm presents the variables considered in the research. The study focused on
determining the difference between the Scholastic Performance and Level of Academic
Engagement of the fourth year BEED Working and non-working students at Tarlac State
University.
11
1. Profile of the respondents be

described in terms?
1.1. Age;
1.2. Gender
Non-working Students
Working students
Scholastic Performance
Scholastic Performance
Academic Engagement
Academic Engagement
Is there a significant between the

performance of Working and Non-working
Students?
Figure 1. Paradigm of the Study

12
As illustrated in figure 1, the working students and non-working students were
defined and differentiated in terms of their scholastic performance and academic
engagement.
Definition of Terms
The following were defined in accordance with their conceptual meaning to have
a working knowledge and better understanding of the variables and research study.
Scholastic Performance. Also known as "good standing," it is based upon
student progress toward successful course and program completion. In this study, this
refers to the grades of fourth-year BEED students during the second semester of the
school year 2021-2022.
Academic Engagement. In this study, this refers to how seriously and actively
students become involved in their academic work and other school-related activities. As
reported by, we have come to see three pillars of student engagement: academic,
intellectual, and social-emotional. We know that the ability to activate all three will result
in the greatest impact on students' lives.
Working Student. This refers to fourth-year BEED students at TSU who are
enrolled during the second semester of A.Y. 2021–2022, with 24 units or full load, and
who often hold part-time jobs.
Non-working Student. This refers to fourth-year BEED students at TSU who are
enrolled during the second semester of A.Y. 2021-2022 with 24 units, or full load.
13
CTED Students. In this study, this refers to fourth-year BEED students during
A.Y 2021-2022.
Chapter 2
METHODS OF STUDY AND SOURCES OF DATA
This chapter presents the methods that the researchers used in gathering data. This
includes the research design, locale of the study, participants of the study, and
instruments used for data gathering procedures as well as data analysis.
Research Design
This study used a comparative research method. Apparently, this type of research
design attempts to determine the causes or differences that exist between or among
groups or individuals (Fraenkel and Wallen, 1993). Moreover, the purpose of this study is
to determine the difference in scholastic performance and level of academic engagement
between working and non-working students in the College of Teacher's Education,
specifically the students enrolled in the program of Bachelor of Elementary Education
Major in General Education at Tarlac State University. To further grasp the difference
between the two groups, the scholastic performance and academic engagement of the
working student was compared with the non-working students. This study employed a
checklist for evaluation where the score of a scale was given by them using a standard
tool which is the checklist for the evaluation.
Locale of the Study
The study was thoroughly conducted at one of the colleges under the Tarlac State
University, specifically the College of Teacher Education, which is located at one of the
14
three known campuses, the Lucinda Campus, which is situated in Binauganan, Tarlac
City.
The aforementioned college strives to deliver top-notch education for all aspiring
and prospective teachers to be. Through the efforts of its administrators, staff, faculty,
and students, the College of Teacher Education is currently acknowledged as a Center of
Development in Teacher Education in Region III.
Sampling Design and Participants
The sample size consisted of twenty-five (25) working students and twenty-five
(25) non-working students, which is equivalent to a total of fifty (50) respondents from
the fourth year level in the College of Teachers Education, especially in the Bachelor of
Elementary Education Major in General Education for the Academic Year 2021-2022 at
Tarlac State University. Furthermore, the respondents who took part in this study were
selected by random sampling techniques based on the availability of subjects and their
willingness to give their response. The research was finalized through computing using
Slovin’s formula. The study's respondents consisted of twenty-five (25) working and
twenty-five (25) non-working students who were randomly selected for data analysis, and
these involved a confidence level of 95% and a margin of error of 5%. In addition,
Slovin's formula was used to calculate the sample size necessary to achieve a certain
confidence interval when sampling a population. This formula is used when there is not
enough information about a population's behavior (or the distribution of a behavior) to
otherwise know the appropriate sample size. This formula also solves for what percent of
the population should at least be surveyed to achieve that specified confidence level. The
confidence interval was calculated step by step in this guide. The first step is to figure out
15
what the desired confidence level should be, followed by the input process into the
formula, and lastly, to round off the answer to a whole number.
Slovin’s formula:
Where: n = sample size
N = the population size
e = the margin of error
Table 1
Detailed explanation on the calculation of the sampling for respondents.
Margin of error Number of Needed Respondents
n=N/1+Ne^2
e= 5% N= 50 e=5%
N= 50/1+50(5%) ^2
N=50.12
Research Instruments
This study utilized a quantitative research design, particularly the comparative
research method, to provide data on the variable being studied. The study was conducted
to determine and compare if there is a difference in terms of the scholastic performance
and level of academic engagement of fourth-year BEED working and non-working
students at Tarlac State University. It is apparent that the questionnaire was created by
16
the researchers and is therefore validated by an expert before it was executed to conduct a
survey to the respondent.
Data Gathering Procedure
After the questionnaire was validated with the approval of experts and the
researchers’ adviser, a consent form was presented to the dean of the College of
Education, asking for consensus to conduct the study. Apart from this, after the thorough
selection of participants was made and the appropriate participants were acknowledged,
the researchers approached them to participate in the data gathering procedure of the
study. An informational document was given to each participant to ensure that their
participation was voluntary and to let them know that they had the option of refusing the
researcher.
Following their consent to participate, participants were immediately informed
that the researchers would treat the material they had collected in a confidential manner.
Lastly, they were given participation consent forms. Moreover, upon receiving
permission and considering the safety of both the respondents and researchers against the
threat of the on-going COVID-19 pandemic, the checklist was administered online using
Microsoft Form to fourth-year students in the College of Teacher’s Education, especially
the students enrolled in the Bachelor of Elementary Education Major in General
Education. Afterwards, a link was sent to the respondents via Messenger that directed
them to the checklist, which included informed consent to be a part of the study and
provided assurance of protected confidentiality along with the purpose of this research.
17
Data Analysis
To answer the questions presented under the statement of the problem, the
following statistical tools were employed:
All data analysis was performed using the JASP software, which served as a
foundation for the interpretation, conclusion, and recommendation based on the gathered
data and easily computed the means and frequencies, as well as to prove or disprove the
hypothesis about the differences between the two groups. For the rest of the likert scale
descriptions, the list of prospective fourth year working, and non-working students based
on their scholastic performance and level of academic engagement was implemented
through the use of the Agreeable and Disagreeable form. Alongside this, the researchers
utilized the frequencies and percentages of responses for the computation. Specifically,
for the data analysis, percentages and frequency distributions were used to organize, and
then the mean was used to demonstrate distribution by comparing various points of the
most indicated response.
According to (Sicat, 2008), the test of difference between or among means of
independent groups happens in comparative research. In comparative research, two or
more comparison groups may be differentiated by using appropriate statistical treatment.
The data gathered for the scholastic performance and level of academic
engagement of selected fourth-year working and non-working students from the College
of Teacher Education, especially those who are currently enrolled in the program of
Bachelor of Elementary Education Major in General Education at Tarlac State
University, were described using the given scheme.

18
The following were used to convert the limit to the given description.
Numerical Evaluation Limits of Descriptive Equivalent

Index
5 4.21-5.00 Always
4 3.41-4.20 Often
3 2.61-3.40 Sometimes
2 1.81-2.60 Rarely
1 1.00-1.80 Not
Ethical Considerations
As part of the requirement in EED Research in Education, this quantitative study
was conducted and aimed at determining and comparing the scholastic performance and
level of academic engagement of fourth-year working and non-working students in the
College of Teacher Education (CTEd), especially in the Bachelor of Elementary
Education Major in General Education at Tarlac State University, The researcher ensures
that all respondents participated voluntarily in this study and that all of the personal
information provided will be kept safe and employed with strict confidentiality.
The data collection, including the maintenance of personal information, would be
conducted in accordance with the Data Privacy Act No. 10173. This would be consistent
with the data collection's analysis, interpretation, and truthfulness, as well as the data's
19
confidentiality. This is a law that seeks to protect all sorts of forms of information, be
they private, personal, or sensitive.

Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
This chapter includes the presentation, interpretation, analysis, and significance of
data gathered through an online survey, which is the MS form for the fourth-year BEEd
students. The JASP software was used for the analysis of data collected with the help of
the research statistician. The intention of this chapter was to determine the difference
between scholastic performance and level of academic engagement of Fourth Year
Bachelor of Elementary Education Working and Non-working Students at Tarlac State
University. This section also comprises the implications of the results.
1. Demographic Profile of the Respondents.
A demographic is an analysis of a population's characteristics. People can be
described based on their age and gender.
1.1. Age of the Respondents.
Apparently, a person's lifespan is defined as the number of years they have lived,
and it could also refer to the period contemporaneous with a person’s lifetime or with his
active life.
Table 1 presents the age descriptions of the respondents as shown below.

21
Table 1
Age Description of the Respondents.
20 21 22 23 30 Total
Student Classification N% N% N% N% N%
Non-working students 3 10 11 3 0 27
with full loads of units 5.17% 17.24% 18.97% 5.17% 0 46.55%
Working students with 0 13 12 5 1 31
full loads of units 0% 22.41% 20.69% 8.62% 1.72% 53.45%
Total 3 23 23 8 1 58
5.17% 39.66% 39.66% 13.79% 1.72%
100%
As gleaned in table 2, the non-working students with full loads of units had a total
of 27 respondents at the age of 20, with the computed frequency percentage of 3 or
5.17%, while there are 10 or 17.24% under the age of 21. Meanwhile, 11 or 18.97% of
the respondents are at the age of 22, while at the age of 23, there are 3 or 5.17% of the
respondents, and 0% of the non-working students respond at the age of 30. Furthermore,
working students with full loads of units had a total of 31 respondents; 0% of the
respondents were under the age of 20, while the majority of the respondents were over
the age of 21 with a percentage of 13 or 22.41%, then 12 or 20.69% were under the age
of 22, and there were 5 or 8.62% at the age of 23 and 1 or 1.72 % at the age of 31.
Precisely, the total number of respondents was 58, with a percentage of 100%; at the age
of 20, there are 3 respondents or 5.17%, while the majority of the respondents are
between the ages of 21 and 22 years old, with a percentage of 39.66%. At the age of 23,
there are 8 respondents, or 13.79%; and at the age of 30, there is only 1 respondent, or
1.72%.
22
1.2 Gender of the respondents.
The range of especially when it relates to and distinguishing between masculinity
and femininity; depending on the context, these characteristics may include biological sex
or gender identity.
Table 2 presents the gender description of the respondents as shown below.
Table 2
Gender Description of the Respondents.

Female Male Total
Student Classification N% N% N%
Non-working students 24 3 27
with full loads of units 41.38% 5.17% 46.55%
Working students with 17 14 31
full loads of units 29.31% 24.14% 53.45%
Total 41 17 58
70.69% 29.31% 100%
In this study, it was found out that the individuals who are in the female gender
group had a higher number of total respondents as compared to overall male respondents.
As shown on table 2, there were 24 females with 41.38% and 3 males with 5.17%;
overall, there were 27 participants with 46.55% who were non-working students.
Furthermore, there were 17 females with 29.31% and 14 males with 24.14%; overall, this
sums out to 31 participants, or 53.45%, who were working students. The whole total of
the female respondents was 41 with 70.69% and 17 males with 29.31%. Accordingly,
there were 58 respondents in total, with 100% participation in the survey.
2. Scholastic Performance of the Working and Non-working Students.
Scholastic performance is an evaluation of students' performance based upon the
grade point average (GPA), and this is considered as an important part of the child’s
23
learning process.
Table 3 presents the scholastic performance of working and non-working students.
Table 3
Scholastic Performance of Working and Non-working Students
Student Classification 2.00-2.25 1.75-1.50 1.25-1.00 Total

n % n % n % n %
Student Classification
Non-working students 5 8.62% 21 36.21% 1 1.72% 27 46.55%

with full loads of units
Working students with 8 13.79% 21 36.21% 2 3.45% 31 53.45%

full loads of units
Total 13 22.41% 42 72.41% 3 5.17% 58 100%
Based on the table presented above, 5 or 8.62% of non-working students with 24
units or full loads have an average of 2.00 to 2.25, while there are 8 or 13.79% in the
account of working students, giving a total of 13 respondents (22.41%). However, 21 or
36.21% of non-working students with full loads of units were reported to have an average
of 1.50 to 1.75, and this goes the same for working students with full loads of units,
attaining a total of 42 respondents with a percentage of 72.41%. Further, it can be seen
that only (1) one, or 1.72% non-working student and two (2), or 3.5% working students
with full loads of units attained an average ranging from 1.25 to 1:00. Overall, there are
58 respondents, or 100%, which are comprised of 27 (or 46.5%) of non-working students
and 31 (or 53.45%) of working students with full loads of units.
3. Level of Academic Engagement of Working and Non-working Students
The level of academic engagement of working and non-working students is

24
reflected in their academic performance within the classes they attend. Academic
performance is affected by a student's level of engagement, which is measured in terms of
participation rates and class attendance rates.
Table 4 presents the Level of Academic Engagement of Working Students.
Table 4
Level of Academic Engagement of Working Students.
Descriptive Statistic N Mean Description
The students have a good 31 4.26 Always

performance in all
subject.
The students get high 31 4.32 Always

marks and I keep them
until the end of the
semester.
The students give their 31 4.23 Always

best effort to perform
well.
The students pay 31 4.19 Often

attention and are ready in
every discussion.
The students actively 31 4.06 Often

participate in
discussions, answering
exercises and/or
clarifying things.

participate in school
activities.
The students can manage 31 4.32 Always

their schoolwork and
their assignments.
The students keep their 31 4.29 Always

time/schedule properly.
25
The students are more 31 4.45 Always

focused to achieve their
goals.
The academic engagement of working students was identified. Table 5 showed
that out of nine (9) statements under the level of academic engagement, six (6) were
described as "always" and three (3) were described as "often." The highest level of
academic engagement under statement number nine (9) emphasized that the students are
more focused on achieving their goals with a mean of 4.45 and a description of "always,"
while the statement asserting that students actively participate in school activities has the
least academic engagement with a mean of 3.97 and a description of "often."
Table 5 presents the Level of Academic Engagement of Non-Working Students.
Table 5
Level of Academic Engagement of Non-working Students.
Descriptive Statistic N Mean Description
The students have a good 27 3.96 Often

performance in all subject.
The students get highly marks 27 3.74 Often

and I keep them until the end
of the semester.
The students give their best 27 4.07 Often

effort to perform well.
The students pay attention and 27 3.85 Often

are ready in every discussion.

participate in discussions,
answering exercises and/or
clarifying things.

26
participate in school activities.
The students can manage their 27 4.07 Often

schoolwork and their
assignments.
The students keep their 27 4.07 Often

The students are more focused 27 4.15 Often

to achieve their goals.
The academic engagement of non-working students was successfully gathered and
identified. As illustrated in table 6, which contains nine statements, seven (7) were
described as "often," and two (2) were described as "always." Meanwhile, under the
statement (9) nine, which states that the students are more focused to achieve their goals,
was considered the statement with the highest level of academic engagement, comprising
a mean of 4.15 and a description of "always,", whereas the statement (1), stating that
students get highly marks and keep them until the end of the semester, was under the
least level of academic engagement, with a computed mean of 3.74.
4. Significant difference between the performance of working and non-working
Students
Table 6
Scholastic performance of working and non-working student
Group Descriptive
Group N Mean SD SE
Scholastic Non-working student
27 1.704 0.228 0.044
Performance with full load of units
Working student with

31 1.727 0.271 0.049
full load of units
27
The scholastic performance of two variables which refer to the non-working
students and working students with full load units and 58 frequencies, was illustrated in
table 6. It can be gleaned that the non-working student with a full load of units consisting
of 27 frequencies or 46.55% had a mean of 1.704 with a standard deviation of 0.228
accompanied by the standard error of 0.044. In the intervening period, the working
student with a full load of units comprised 31 frequencies or 54.45%, along with a 1.727
mean, and a 0.271 standard deviation, including the standard error of 0.049. It can be
interpreted that both variables performed scholastically, and the data asserted that both
the non-working student and working student with full load of units are identically
correlative. However, non-working students have an advantage in schooling, they have
time to focus on their academic work and they have spare time to consolidate any kind of
extra-curricular activities, in a way that is different from the first thing that was
mentioned. On the other hand, working students could also focus on their academics with
just a minimum amount of time since they have a piece of work to be done in specific
circumstances, and this involves their use of proper time management.
Despite the exhibited variance, it can be revealed that both groups of students
performed scholastically. Therefore, the researchers conclude that no significant
difference was observed between the scholastic performances of fourth-year BEED
working and non-working students based on the facts and figures surmised in the table
above.
28
Table 7
Academic Engagement of working and non-working students
Group
Descriptive
Group N Mean SD SE
Non-working
Academic
student with full 27 3.98 0.611 0.105
Engagement
load of units
Working student
with full load of 31 4.12 0.517 0.092
units
As gleaned from table 7, the data table described the academic engagement of two
variables, the non-working, and working students with a full load of units. It give details
of 27 non-working student. It gave details of 27 non-working students with a percentage
of 46.55% alongside with 3.98 mean, a standard deviation value of 0.611, and a standard
error of 0.105. On the opposite side, 31 or 54.45% of the working students attained a
mean of 4.12, a standard deviation of 0.517, as well as a standard error of 0.092. Based
on the statistics displayed above, it is clearly visible that there are no major or
insignificant differences between the two variables who were studied upon.
Also, given the information provided, it was revealed that non-working students
have adequate time to study with their various subjects and have a spare time to associate
with extra-curricular activities in school. On the other hand, despite all the conflicting
schedules of the working students, they remain in equilibrium and striving hard to attain
their aims despite the fact that they have insubstantial time scale.
29
HYPOTHESIS TESTING
Table 8
Hypothesis testing in Independent sample T-test of Scholastic Performance
Independent Samples T-Test

t df p
Scholastic Performance -0.342 56 0.734
Note. Student's t-test.
For all intents and purposes, upon testing the independent sample t-test of
scholastic performance, the given data were accurately derived. The scholastic
performance of 4th year BEEd-CTEd students involved setting the rule of rejection with p
level of 0.05%. Correspondingly, the researchers do not reject the null hypothesis.
Therefore, it came out that the test was statistically insignificant. In other words, no
significant difference was observed between the scholastic performances of fourth-year
BEED working and non-working students.
Table 9
Independent sample T-test of Academic Engagement
Independent Samples T-Test

t Df p
Academic Engagement -1.79 56 0.079
Note. Student's t-test. Rule of rejection: p<0.05

30
In all important respect, the statistician performed the hypothesis testing using a t-
test to describe if there is a significant or insignificant difference in the academic
engagement of fourth-year BEEd-CTEd. Results revealed that the null hypothesis was not
rejected, and the test is statistically insignificant, which references to p level of 0.05%.
Hence, there is no significant difference found between academic engagement of fourth
year BEED working and full-time students.
IMPLICATION OF THE RESULTS
The implications of the findings mentioned above are rather brief but meaningful.
Students on academic probation should not be discouraged from seeking part-time work.
Instead, further support and encouragement would be preferable during their search for
part-time work.
However, it is recommended that students on academic probation be discouraged
from working more than 20 hours a week off campus and prohibited from working more
than 20 hours a week on campus.
The academic performance of probationary students who work 20–30 hours per
week on or off campus, as well as on and off campus, seems to have been relatively
similar during the fall semester. Thus, there appears to be no real need to require that a
probationary student seeking part-time on-campus employment first obtain the office of
Student Financial Aids' permission before being permitted to work. Eliminating such
barriers would help motivate more students on academic probation to seek work.
Apparently, this study presents a number of problems that need to be investigated.
Despite the very modest number of students who worked on and off campus, all
candidates who matched the study’s precise eligibility requirements were included. In
31
this study, participants on academic probation were selected only. If the experiment had
included matching groups of non-probationary children, it might have had greater
significance. The inclusion of a variety of elements, including drive, personality, reason
for working, family history, and other potentially relevant elements, was not attempted.
The findings of the study revealed important details about the attitudes, behaviors,
and academic involvement of both working and non-working students. Alongside this, a
detailed description of the research process along with any contributions was presented. It
also provides details about the methodology employed in this study and explains why it
was chosen. The researchers also describe the many steps of the research, including the
choice of participants, the procedure for gathering the data, and the procedure for
analyzing those data. This suggests that the researchers can draw on personal experiences
and investigations made by both working and non-working students, which will assist the
individual to understand and relate to what is being expressed and gathered during the
research process.
Chapter 4
SUMMARY, CONCLUSION, AND RECOMMENDATIONS
This chapter presents the summary of the study, results, limitations, conclusions,
and recommendations on the perception of fourth-year students of the Bachelor of
Education at Tarlac State University towards the difference between the scholastic
performance and level of academic engagement of fourth-year BEEd working and non-
working students at Tarlac State University.
Summary of the Study
In performing the data gathering process with the participation of fourth-year
students of Bachelor of Elementary Education from Tarlac State University, the
researchers presumed the exact respondent number consisting of 25 working students and
25 non-working students. In hypothetical circumstances, there were 58 respondents,
which is roughly the total number of individuals who participated in the researcher's
created questionnaire using MS Forms with the assistance of the prospective president of
each class section to distribute the online survey to his or her classmates in the first
semester of the 2021-2022 school academic year. In this regard, the researchers reached a
consensus to understand the target response to further acknowledge the required answer
for this study. The questionnaire, which was designed and validated by experts prior to
implementation, was used to collect data from students in order to determine the
demographic profiles of the respondents. Based on the statement of the problem of this
study that was administered via MS Forms, the Likert Scale Survey Checklist was used
as a method.
32
Summary of Results
1. Profile of Respondents.
1.1 Age of the Respondents.
The findings of the study showed that the non-working students with full loads of
units had a total of 27 respondents at the age of 20, with the computed frequency
percentage of 3 or 5.17, while there are 10 or 17.24% under the age of 21. Meanwhile, 11
or 18.97% of the respondents are at the age of 22, while at the age of 23, there are 3 or
5.17% of the respondents, and 0% of the non-working students respond at the age of 30.
Furthermore, working students with full loads of units had a total of 31 respondents; 0%
of the respondents were under the age of 20, while the majority of the respondents were
over the age of 21 with a percentage of 13 or 22.41%, then 12 or 20.69% were under the
age of 22, and there were 5 or 8.62% at the age of 23 and 1 or 1.72 % at the age of 31.
Specifically, the total number of respondents was 58, with a percentage of 100%; at the
age of 20, there are 3 respondents or 5.17%, while the majority of the respondents are
between the ages of 21 and 22 years old, with a percentage of 39.66%. Lastly, at the age
of 23, there are 8 respondents, or 13.79%; and at the age of 30, there is only 1 respondent,
or 1.72%, respectively.
1.2 Gender of the respondents.
The survey found that there were generally more respondents in the female gender
group than in the overall male population.
Results showed that 24 or 41.38% were female and 3 or 5.17% were male,
33
obtaining a total of 27 or 46.55% of non-working student participants. Working students,
on the other hand, included 17 females (29.31%) and 14 males (24.14%), for a total of 31
or 53.45%. Overall, 58 people took part in the study, indicating 100% participation, with
41 females (70.69%) and 17 males (29.31%).
2. Scholastic Performance of the Working and Non-working Students.
Based on the presented findings related to the scholastic performance of the
participants, 5 or 8.62% of non-working students with 24 units or full loads have an
average of 2.00 to 2.25, while there are 8 or 13.79% in the account of working students,
giving a total of 13 respondents (22.41%). However, 21 or 36.21% of non-working
students with full loads of units were reported to have an average of 1.50 to 1.75, and this
goes the same for working students with full loads of units, attaining a total of 42
respondents with a percentage of 72.41%. Further, it can be seen that only (1) one, or
1.72% non-working student and two (2), or 3.5% working students with full loads of
units attained an average ranging from 1.25 to 1:00. Overall, there are 58 respondents, or
100%, which are comprised of 27 (or 46.5%) of non-working students and 31 (or
53.45%) of working students with full loads of units.
3. Level of Academic Engagement of Working and Non-working Students.
The present study thoroughly identified the academic engagement of both given
target respondents. It was revealed that out of nine (9) statements under the level of
academic engagement, six (6) were described as "always engaged" and three (3) were
described as "often engaged." The highest level of academic engagement under statement
number nine (9) emphasized that the students are more focused on achieving their goals
34
with a mean of 4.45 and a description of "always engaged," while the statement asserting
that students actively participate in school activities has the least academic engagement
with a mean of 3.97 and a description of "often engaged."
4. Significant difference between the performance of working and non-working
Students
Contingent on the presented findings concerning the significant difference
between the scholastic performance of working and non-working students, it was found
that despite the acquired variance, both groups of students performed scholastically.
Therefore, the researchers conclude that no significant difference was observed between
the scholastic performances of fourth-year BEED working and non-working students.
Generally, in terms of the academic engagement of the two given groups of
students, it was indicated that there are no major or insignificant differences found. This
only goes to show that non-working students have adequate time to study with their
various subject and have a spare time to associate with extra-curricular in school, whereas
despite all the conflicting schedules of the working students, they still remain in
equilibrium and continue in striving hard to attain their aims despite the fact that they
have insubstantial time scale.
Limitations of the Study
Through hard work and diligence, the study achieved its aim. However, there
were still limitations to note. The presidents of every section were contacted with regard
to the participation and cooperation of their classmates. Moreover, after receiving
permission and considering the safety of both the respondents and researchers against the
35
threat of COVID-19 pandemic, the Likert Scale checklist was administered online using
Microsoft Form to collect data from all respondents, particularly the 4 th Year BEEd
students. Afterward, a link was sent to the respondents via Messenger, which directed
them to the Likert scale checklist, including informed consent to be a part of the study
and providing assurance of protected confidentiality along with the purpose of this
research. Through the use of Slovin's formula, 58 out of 320 fourth-year BEED students
were taken as respondents in this study, and lastly, the researchers employed random
sampling method to acquire the specific and necessary data for the study.
Conclusions
The study focused on determining the scholastic performance and level of
academic engagement of both working and non-working students in the BEED program.
The study also indicated which group performed the best academically and engaged most
effectively. Based on the given findings, it was revealed that there are no differences in
the scholastic performance and level of academic engagement of the two groups.
Therefore, both working and non-working students are active in school participation, and
they both have full responsibility for their academic performance. Apart from this, it can
be concluded that working students can engage in the class and still manage their studies,
even though there are a lot of challenges in their lives. This also implies that the
respondents can perform any activities that contribute greatly to their academic
performance, and their focus is on achieving their life goals. Hopefully, this research
contributed to an understanding of the experiences in terms of the level of academic
engagement and scholastic performance of working and non-working students.

36
The researchers also greatly expect that the findings and recommendations stated
in this study could serve as a basis for future research projects. It is also hoped that the
experiences of the participants could be used to formulate ideas on how to continue
striving for a more positive experience. Further, this study outlined how the research was
conducted, illustrating the process used to select the participants, the method used to
collect data, as well as the approach used to identify the difference in performance
between the two groups. The aim of this study was to understand the participants’
construction of their reality, thereby illustrating one way in which the concepts under
investigation are constructed by a group of students who classify as working and non-
working in the same context. It details the analysis process and describes the findings of
the research. The collected data is then analyzed, discussed, and the results are displayed.
Recommendations
Based on the findings, the following recommendations are hereby presented.
1. Working and non-working students should prioritize their education and put
forth effort in their scholastic performance by paying more attention in class,
reviewing their lessons in their spare time, and participating in other academic
activities to maintain an overall good performance in school. Efficient time
management is important when working and studying. Upon balancing their
time, it is also important to consider their physical and emotional well-being.
2. The Department of Education (DepEd), along with the Commission on Higher

37
Education (CHED), and other private institutions, should develop strategies to
strengthen their support for the students, especially those who are in need.
3. Faculties should give recognition to the working student as a token of their
hardship in balancing and maintaining their work and studies.
4. Educators should observe their students to see if they are maintaining their
scholastic performance and academic engagement. They should motivate and
support their students to pursue their goals, never give up, and succeed despite
all challenges
5. Parents should mentor their children by giving them special time and making
them feel important. This will boost their abilities and strength.
6. Future researchers should add more respondents among working students for
their data gathering for more accurate results, have more questionnaires or
criteria to better evaluate each of their respondents, and consider potential
factors that might affect and contribute to the student’s scholastic performance
and academic engagement.

38
References
Balod, E. (n.d.). Lived experiences of on-campus working students. Retrieved

December 7, 2022, from
https://www.academia.edu/36174809/Lived_Experiences_of_On_Campus_Wor
king_Students
Coates, H. (2005). The value of student engagement for higher education quality
assurance. Quality in Higher Education, 11(1), 25–36.
https://doi.org/10.1080/13538320500074915
Creston, L. (2019). The experiences of working while studying: A phenomenological

study of third-year bs psychology. Saint Louise University.
Johnson, B. (2001). Toward a new classification of nonexperimental quantitative

research. Educational Researcher, 30(2), 3–13.
https://doi.org/10.3102/0013189X030002003
Kapur, R. (2018). Factors Influencing the Students Academic Performance in

Secondary Schools in India. .
http://esearchgate.net/publication/324819919_Factors_Influencing_the_Students
_Academic_Performance_in_Secondary_Schools_in_India
Mahlangu, V. P. (2021). Enhancing student giftedness in open distance e-learning

through quality assurance using Donabedian steps. Journal for the Education of
Gifted Young Scientists, 9(4), 317–327. https://doi.org/10.17478/jegys.1005917
Muluk, S. (2017a). Part-time job and students’ academic achievement. Jurnal Ilmiah
Peuradeun, 5, 361. https://doi.org/10.26811/peuradeun.v5i3.154
Muluk, S. (2017b). Part-time job and students’ academic achievement. Jurnal Ilmiah
Peuradeun, 5(3), 361. https://doi.org/10.26811/peuradeun.v5i3.154
Rockman, D. A., Aderibigbe, J. K., Allen-Ile, C. O., Mahembe, B., & Hamman-
Fisher, D. A. (2022). Working-class postgraduates’ perceptions of studying
while working at a selected university. SA Journal of Human Resource
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Management, 20(0), 14. https://doi.org/10.4102/sajhrm.v20i0.1962
The impact of part time work towards academic performance. (2018).

https://www.ukessays.com/essays/education/part-time-work-towards-academic-
performance-education-essay.php
APPENDICES
41
APPENDIX A

Universities of the
Philippines (AACUP), Inc.
Dr. Rosanna E. Pablico, RGC

Tarlac State University
Madam / Sir,
Good Day in the name of excellence!
The Bachelor of Elementary Education Major in General Education (BEED 4-2) selected
students will be conducting a research study entitled, “Scholastic Performance and Level
of Academic Engagement of 4th Year BEED Working and Non-working Students” as
partial fulfilment in the subject EED RES – Research in Education. This study aims to
differentiate the scholastic performance of fourth year CTED working students and full-
time students specially in the Bachelor of Elementary Education at Tarlac State
University.
In line with this, may we request you to validate each item of our Likert Scale Checklist n
your time before the pilot testing and actual data gathering as part of the research process.
The statement of the objectives of our research is attached at the back of the letter.
Your affirmative response regarding this matter is highly appreciated. Thank you very
much and God Bless you!
Respectfully Yours,
Mr. JM B. CASTAÑEDA
Group Leader
09267937572
j.castañeda2021@student.tsu.edu.ph
42
Noted by:
DR. ROSANNA E. PABLICO, RGC

Research Adviser
Validated by:
ALEJANDRO B. LINGAT EdD

Teacher III
Tibag High School, Tibag, Tarlac Ci
43
APPENDIX A

Universities of the

Madam / Sir,
University.
Respectfully Yours,
Group Leader
09267937572
44
Noted by:

Research Adviser
Validated by:
PDAO- SAMAKA-Tarlac
City Government of Tarlac
45
APPENDIX A

CENTER OF DEVELOPMENT IN TEACHER
EDUCATION
Universities of the

Madam / Sir,
University.
Respectfully Yours,
Group Leader
09267937572
46
Noted by:

Research Adviser
Validated by:
KEVIN JEMENEZ ROBREGADO

Field Laboratory Analyst
SGS Philippines Inc - Makati City
47
APPENDIX B

COLLEGE OF TEACHER EDUCATION CENTER OF
DEVELOPMENT IN TEACHER EDUCATION
Universities of the Philippines (AACUP), Inc.
Dear Sir / Madam:
We, the undersigned are working on our thesis title “SCHOLASTIC PERFORMANCE AND
ACADEMIC ENGAGEMENT OF 4TH YEAR BEED WORKING AND NON-WORKING
STUDENTS.” In consonance with this, we would like to you as our Thesis Statistician.
It is hoped and prayed that this request will merit your support and favorable response. Thank you
so much and God bless.
Respectfully yours,
WENCY AQUINO
ARIANE AGUAS
KAYCEELYN BASANGAN
JM CASTAÑEDA
MAROJA MICO
SHANE JANUA NAVARRO
ANN LEY PUNZALAN
Noted by: Mr. CHRIS MARK CATALAN

Statistician
Approved by: DR. ROSANA E. PABLICO,RGC

Research Adviser
48
APPENDIX C

Re-accredited Level IV Phase 2 by the
Accrediting Agency of Chartered Colleges and Universities of the
CERTIFICATION
To Whom It May Concern,
This is to certify that the thesis of Ariane T. Aguas, Wency S. Aquino,

Kaceelyn C. Basangan, JM B. Castañeda, Maroja M. Mico, Shane Janua V.
Navarro, and Ann Ley M. Punzalan, entitled “Scholastic Performance and Level of
Academic Engagement of Fourth Year Bachelor of Elementary Education Working
and Non-Working Students at Tarlac State University” has been reviewed,
evaluated, and edited by the undersigned.
This certification is issued upon the request of the above-mentioned researchers

for whatever legal purpose it may serve.
Issued this 9h day of December 2022.
Ms. Janice A. Manalili, LPT

English Critic
49
APPENDIX D
Questionnaire
Name: (Optional) ______________________________________
1. Profile of the respondents.
Instruction: Please answer this questionnaire properly and sincerely by putting a

tick mark (√) on the space that best corresponds to your observation on the
following items using the following criteria:
1. Age
19-21 __________
22-24 __________
25- and above _______
2. Gender
Female ______
Male ________
3. Student classification
Working student with full load of units _______
Full-time student with full load of units _______
2. Scholastic Performance of working students and non-working students

1.00-1.25 ______
1.50-1.75 ______
2.00-2.25 ______
3. Level of Academic engagement of the respondents.
Evaluation Scale
The following were used to convert the limit to the given description.
Numerical Limits of Index Descriptive equivalent

Evaluation
5 4.21-5.00 Always Engage
4 3.41-4.20 Often Engage
3 2.61-3.40 Sometimes Engage
2 1.81-2.60 Rarely Engage
1 1.00-1.80 Not Engage
50
51
Always Often Sometimes Rarely Never

Indicators Engage Engage Engage Engage Engage
(5) (4) (3) (2) (1)
The students have a good
performance in all
subjects.
the students get high
marks and I keep them
until the end of the
semester.
The students give their
best effort to performed
well.
The students pay
attention and ready in
every discussion.
The students actively
participate in discussions,
answering exercises
and/or clarifying things.
The students actively
participate in school
activities.
The students can manage
their schoolwork’s and
their assignments.
The students keep their
The students are more
focused to achieve their
goals.
52
53
APPENDIX E
54
APPENDIX F
55
CURRICULUM VITAE
PERSONAL INFORMATION
Name: Aguas, Ariane Taniana
Date of Birth : June 01, 2000
Place of Birth: Tarlac Provincial Hospital
Email Address: aguasarian63@gmail.com
EDUCATIONAL BACKGROUND
Tertiary: Tarlac State University
Bachelor of Elementary Education Major in General Education
Romulo Blvd, Tarlac City, Tarlac
2021 – Present
Senior High: San Jose National High School
2016-2018
Junior High: San Jose National High School
2012 – 2016
Elementary: San Sebastian Elementary School
San Sebastian, Tarlac City
2006 – 2012
56
CURRICULUM VITAE
Name: Aquino, Wency Sampang
Date of Birth : January 13, 2001
Place of Birth: Tarlac City, Tarlac
Email Address: wencyaquino70@gmail.com
2021 – Present
Senior High: Tibag High School
2017-2019
Junior High: Tibag High School
2013 – 2017
Elementary: Tibag Elementary School
Centro, Tibag, Tarlac City
2007 – 2013
57
CURRICULUM VITAE
Name: Basangan, Kaceelyn C
Date of Birth: February 23, 2001
Email Address: basangankaceelyn@gmail.com
2021 – Present
Senior High: Maliwalo National High School
2017-2019
Junior High: Maliwalo National High School
2013 – 2017
Elementary: Natividad L. De leon Elementary School
2007 – 2013
58
CURRICULUM VITAE
Name: Castañeda, JM Bangis
Date of Birth: October 22, 2000
Email Address: cjm494306@gmail.com
2021 – Present
Senior High: Tibag High School
2017-2019
Junior High: Tibag High School
2013 – 2017
Elementary: Tibagan Elementary School
Centro, Tibagan, Tarlac City
2007 – 2013
59
CURRICULUM VITAE
Name: Mico, Maroja Mendoza
Date of Birth: June 29, 2000
Email Address: marojamico197@gmail.com
2021 – Present
Senior High: AMA Computer College- Tarlac
2017-2019
Junior High: San Luis Educational Foundation, INC
2013 – 2017
Elementary: Carangian Elementary School
Carangian, Tarlac City
2007 – 2013
60
CURRICULUM VITAE
Name: Navarro, Shane Janua Vidad
Date of Birth: October 23, 1999
Email Address: shanenavarro434@gmail.com
2021 – Present
Senior High: CLDH - EI
2017-2019
Junior High: San Luis Educational Foundation, INC
2013 – 2017
Elementary: Don Florencio P. Buan Elementary School
2006 – 2013
61
CURRICULUM VITAE
Name: Punzalan, Ann Ley Magday
Date of Birth: November 14, 2000
Place of Birth: San Simon, Pampanga
Email Address: punzalanley@gmail.com
2021 – Present
Senior High: Tarlac National High School- Main
2017-2019
Junior High: Tarlac National High School- Main
2013 – 2017
Elementary: Tibagan Elementary School
2006 – 2012

College Thesis

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College Thesis

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SCHOLASTIC PERFORMANCE AND LEVEL OF ACADEMIC ENGAGEMENT

OF FOURTH YEAR BACHELOR OF ELEMENTARY EDUCATION WORKING

This research of ARIANE T. AGUAS, WENCY S. AQUINO, KACEELYN C.

ROSANNA PABLICO, Ph.D., RGC

Oliver G. Cura, Ph.D., RGC

Andie Rafael E. Quiballo, RGC Allan Santos, RGC

ROSANNA PABLICO, Ph.D., RGC

JASPER JAY N. MENDOZA, Ph. D.

this research a reality.

blessings without whom this task would have been impossible.

her patience, motivation, enthusiasm, and immense knowledge. Her guidance is

expresses their deep appreciation to the following members.

the progress of this study;

To Mr. Alejandro B. Lingat, EdD; Mr. Kevin J. Robrigado; and Mr.

collection process that set this study on the right track.

TITLE PAGE ................................................................................................................i

1 THE PROBLEM AND ITS BACKGROUND

Background of the Study .......................................................................1

2 METHODS OF STUDY AND SOURCES OF DATA

Research Design ...................................................................................13

3 PRESENTATION, ANALYSIS, AND INTERPRETATION OF

4 SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary of the Study…......................................................................31

A. Letter of Intent for Validators ............................................................41

B. Letter of Intent for Statistician ............................................................43

C. Certificate of English Critic ................................................................48

D. Validated Questionnaires ....................................................................49

E. Letter of Intent for College Dean .......................................................51

F. Letter of Intent for the Respondents ..................................................52

G. Curriculum Vitae ................................................................................53

and Level of Academic Engagement of Fourth Year Bachelor of Elementary Education

Major in General Education Working and Non-working Students at Tarlac State

described using quantitative research, particularly a comparative research design. This

study contributed to research-based data and knowledge on the possible difference

Keywords: Scholastic Performance, Academic Engagement, Scholastic.

THE PROBLEM AND ITS BACKGROUND

theoretical framework, the conceptual framework, and the definition of terms.

Background of the Study

This study explores the educational presentation of scholastic performance and

academic engagement between working and non-working students. Nowadays, part-time

employment among students is very common, particularly among college students.

where education is essential. It is seen as what a student can do on their studies,

In the Philippines, working while studying is a hard undertaking, particularly for

provide an individual with an added advantage of being able to get involved in

A description of a part-time job in a working student is defined or characterized as

jobs. According to (Coates, 2005) as cited by (Mahlangu, 2021), non-working students

can affect your scholastic performance as a student (Sukumaran, 2011).

related to their specific course or career.

performance and level of academic engagement of working and non-working students at

advantage or a hindrance in their life as a student or as an individual person.

Statement of the Problem

This study aimed to differentiate the scholastic performance and level of

Specifically, this research seeks to answer the following questions:

1. How can the profile of the respondents be described in terms of?

2. What is the scholastic performance of working and non-working students?

3. What is the level of academic engagement of working and non-working

4. Is there a significant difference between the performance of working and

Ho: There is no significant difference observed between the scholastic performance of

fourth year BEED working and non-working students.

year BEED working and non-working students.

Ho: There is no significant difference found between academic engagement of fourth

year BEED working and full-time students.

BEED working and non-working students.