1

Chapter I

Introductions
“Our ideas of education take too narrow and too low a range. There is need of a broader
scope, a higher aim. True educations mean more than the pursue of a certain course of study. It
means more than a preparation for the life that now is. It has to do with the whole being, and with
the whole period of existence possible to men. It is the harmonious development of the physical,
the mental, and the spiritual powers. It prepares the students for the higher joy of wider service in
the world to come.” (White,1903)

Parents work hard to give the best for their children. The government offers
programs and solutions for the benefit and development of the people. And as an individual,
students have responsibility to help themselves and be beneficial to others. Working students are
those individuals who find ways to make things possible for them and to others.

Working while studying is becoming an increasingly common phenomenon among

students in the Philippines (Jewell,2014). They tend to work to sustain their needs and to have a
good education. Because of poverty, the students are forcing to work because the salaries of their
parents are not suitable to sustain the needs of every member in the family.

Nowadays, the number of working students in Naga View Adventist College continuously
increase because of poverty, lack of financial support from their families, and educational
attainment they want. These students wanted to train and learn in Adventist Education even though
they cannot afford the high tuition fee that the school had. So that the students are forcibly working
to continue and sustain their needs in their study.

Naga View Adventist College is one of the school that aim to achieve high quality of
education. The school is specifically concerned on academic performance of the students. In
connection, this research studied the significant difference in the academic performances as to
gender, residence, year level, time spent working, and educational aid. This topic empowers us to
study the college working students and to know if they got higher grades even though they did
both studying and working at the same time. We wanted to know if their works affect their study
and if their time spent working can affect their academic performances.
 2

In this research, we will have found out if the gender, residence, year level, time spent
working and educational aid affects the academic performance of college working students in Naga
View Adventist College since 2016-2017.

Statement of the Problem

This study aimed to determine if the factors affects the academic performances of college
working students in Naga View Adventist College since year 2016-2017. Especially, this study
answered the following:

1. What are the profile of working students as to:

a. Gender,
b. Residence
c. Year level,
d. Time spent working,
e. Educational aid?
2. What is the academic performance of working students in terms to:
a. Gender,
b. Residence,
c. Year level,
d. Time spent working
e. Educational aid?
3. Is there significant difference in academic performances of working students as to:
a. Gender,
b. Residence,
c. Year level,
d. Time spent working,
e. Educational aid?

Hypothesis

This study is based upon the hypothesis that:

There is no significant difference in the academic performances of working student as to

gender, residence year level, time spent working and educational aid.
 3

Delimitations

This study made to determine if the factors affects the academic performances of college
working students in Naga View Adventist College since year 2016-2017. This research conducted
on the year 2017-2018 in Naga View Adventist College. The chosen respondents were the college
working students as they will answer the questionnaire. The answers will use as our data such as
gender, residence, year level, time spent working and educational aid that will guide us to
accomplish this study and to know if these factors affect the academic performance of the working
students.

Significant of the study

The result of the study will be of help to the following:

School Administrators. The result of this study may be of a great help to the school
administrators to devise a strategy and plans to help to strengthen the college programs for the
unprivileged and working students. This may also help the school to improve its course offerings
so that working students will have a chance to become educated even though they cannot afford
the tuition fees.

Teachers. the findings of the study may serve as model information for the teachers to
improve their teaching strategies that would encourage the students to pursue their studying.

Staff. The findings of the study may serve as model information for the staff to improve its
work programs for the unprivileged students and to strengthen their relationship with working
students.

Parents. The findings of the study will hopefully make some parents realize the importance
of educational attainment for their children, support them to their studies and to consider the factors
why their children committed failure.

Students. The result of the study may be of help to the both working students and non-
working students to pursue their study and to study hard for their future.

Other researchers. The outcome of this study may be used as a reference for further study
for the future researchers and may encourage them to consider other variables that affects the
academic performances of college working students.
 4

Definition of terms

For clarity and uniformity of interpretation, the following used terms are defined and
explained:

Academic Performances. Refers to the general performance average of college working

students during school year 2016-2017.

Educational Aid. Refers to the respondents who has given a scholarship from government
or non-government organizations. Scholarship refers to the money given by the government or
non-government organizations to a student to help pay for the student`s education.

Gender. Refers to the sexual orientation of the respondents such as male and female.

Residence. Refers to the present residential location of the respondents such as dormitory,
faculty houses, or village.

Time spent working. Refers to the length of hours spent of every working student to their
work per week.

Unprivileged students. Refers to the students who did not receive any financial support
from their parents and cannot study

Year level. Refers to the stage of educational attainment of working student such as first
year college, second year college, third year college and fourth year college.
 5

CHAPTER 2

REVIEW OF RELATED LITERATURE

Several studies about working students were conducted all-over the world. Although, the
findings and conclusions were different maybe because of geographical locations but it helps the
researchers to view some information that they can use to their research paper from the finished
papers. Hence, the used information and finding will served as the baseline of this study.

Related Literature

Working Students

Jewell (2014) stated on her lecture in economics entitled “The impact of working while
studying on educational and labor market outcomes”, found out that working while studying
provides skills and experience that could enhance future earning power in the future. She added
that having work experience may make it easier to find a suitable job, and it fits in with the idea
that employers use both qualification and work experience as signals to assess the quality of
potential employees.

Pauk (1984) differentiate the differences between the full-time working students than the
regular full-time students on his book entitled “How to study in college”. He stated that the student
who hold full-time or part-time jobs usually have less time and less energy for studying. The main
difference is that the full-time student can use big blocks of uninterrupted time for studying,
whereas the job-holding student must devise ways for using scattered pieces of time.

Wang et al. (2010) stated on their article entitled “The effects of doing part-time jobs on
college student academic performance and social life in a Chinese society” that doing part-time
jobs enriches students` school life and increases their social support network. They also found out
that taking part-time jobs damages students` relationships with their parents.

Academic Performance

Wang et al. (2010) found out on their article entitled “The effects of doing part-time jobs
on college student academic performance and social life in a Chinese society” that doing part-time
jobs exerts no effect on student academic performance when treated as homogenous category.
When treated as a heterogeneous experience, they found out that incentives to work have most
 6

effects on student academic performance, followed by whether the jobs provide opportunities for
students to develop skills and whether they are related to their fields of study.

Gender

Quismundo (2016) stated in Philippine Daily Inquirer that the majority of working students
in the Philippines are men because women are still lag in entering higher paying and more regular
jobs and women occupy lower positions. she also pointed that women are the good workers
because to the way girls and boys are brought up, where girls are taught to do household chores
around the house while boys can play, going somewhere else, etc. and in facts that women are
better students.

Hurlock (1980) stated on her book entitled “Developmental Psychology” that men are
usually more seriously concerned about an occupation than women. She also pointed that men
wants glamorous and exciting jobs, regardless of the ability required or the chances that such jobs
with high prestige while women show a preference for occupations with greater security and less
demand on their time.

Working time spent

Pauk (1984) said that the success or failure in college depends directly upon the use of
time. He also added that the students have job must manage their times properly and to minimize
their time in their work. He stated two ways to gain extra time: first, doing the job in less time than
usual, and second, by using small blocks of time that we usually waste.

Nonis and Hudson (2006) said that working more hours per week can be one key reason
for a student to be in academic trouble. It can be reasonably assumed that working more hours per
week will leave students less time for studying outside of class and that this will negatively
influence their academic performances. They also supported the findings of Strauss and Volkwein
(2002) that working more hours per week positively related to a student`s GPA.

Sayari, Jalagat, and Dalluay (2017) stated in their article “Assessing the Relationship of
Time Management and Academic Performance of the Business Students in Al-Zahra College,”
that time management has significant relationship on students’ academic performance. They also
mentioned that time management will lead the students into better academic performance.

Related Studies
 7

Working Students

Chiharu (2011) stated on his research paper entitled “Effectiveness of education for
working children in the Philippines”, working students must confront the difficulty to deal with
studying and working at the same time. Working exhausts their bodies and damages their minds.
They are in trouble to balance working and studying.

Frigillano, Ciasico, and Nulada (2015) said to their journal that working full-time while
studying full-time clearly requires a lot of efforts. Putting so much one`s mental and physical
energy into this uneasy arrangement usually leaves a feeling of fatigue, stress, or both. Students
who work while studying are those who belong to families with low average income, where
survival is a must.

Residence

Chiharu (2011) specified on his research paper that working students do not receive any
parental guidance for homework. This is because most parents of the working students have no or
very little educational attainment. Thus, education is not something that can be got from schools.
Without a suitable environment at home, children cannot receive education fully.

Synthesis
All the related studies and literature that had been presented were found to be useful to
the present study and therefore deserved to be mentioned.

The studies and ideas of Jewell, Pauk, Chiharu and Frigillano, Ciasico, and Nulada are
related to this study because they mentioned about working students. Jewell focused on the
benefits of working while studying, on the other hand, Chiharu focused on the bad benefits of
working while studying while Pauk differentiate the regular students and working students. Pauk
dealt not only in the difference of regular students and working students but also the importance
of time management to the working students. Frigillano, Ciasico, and Nulada focused on the
lived experiences of on-campus working students.

The statement of Quismundo and Hurlock are related to this study because they
mentioned about gender. Quismundo focused on the inequality in the working place between
men and women. She also pointed out that women are more deserving than men to work because
as they were children, they were trained in their house by doing household chores. Hurlock
 8

focused on the vocational interest of both male and female. She pointed out that men are more
seriously concerned about an occupation.

The ideas of Chiharu are almost related to this study because there are possibilities that
her points overlap to the findings of this study. In the sense that there are working students in
Naga View Adventist College are living with their parents and if she/he was the one working for
her/his family.

The ideas of Pauk, Nunis and Hudson, Sayari, Jalagat, and Dalluay are related to this
study because they focused on the working time spent of the working students. Pauk focused on
the importance of time management while Nunis and Hudson focused on the negative effects of
more hours spent on work. And Sayari, Jalagat, and Dalluay focused on the effectiveness of
managing times in studying and working.

Theoretical Framework

This study was based on the ideas of Sayari, Jalagat, and Dalluay (2017) in their article
Assessing the Relationship of Time Management and Academic Performance of the Business
Students in Al-Zahra College. They mentioned the factors that affect the academic
performances of college working students. they pointed out that time management has
significant relationship on students’ academic performance. Some demographic variables also
significantly correlate to students’ academic performance which in this study include educational
degree and age of the respondents being proven to be significantly correlated. Specifically,
prioritization should be given due consideration by students because it proved to be a significant
predictor of students’ better academic performance. Results from hypothetical assumptions prove
that, when the level of prioritizing is high it also connotes higher students’ academic
performance. Although procrastination and socialization have no significant relationship in this
study, it does not mean that it can be ignored because previous studies affirmed its relationship
hence; it cannot be underestimated.

The ideas of Sayari, Jalagat, and Dalluay (2017) is the basis of this current study
because it deals about the academic performances of the college working students. It also
deals with the factors that affects the academic performances such as time management
variables and students demographic profile that it may lead to a better academic performance.
 9

Conceptual Framework

This study aimed to determine if the factors affects the academic performances of college
working students in Naga View Adventist College since year 2016-2017. It tried to determine the
academic performances whether they are excellent, superior, very good, good, very satisfactory,
very average, average, fair, poor, conditional or fail. It tried to group the academic performances
by gender, residence, year level, working time spent, and educational aid. This study also tried to
discover if the academic performances of college working students have a significant difference
as to gender, residence, year level, working time spent and educational aid.
 10

PROFILE
Gender
1. Male
2. Female Level of Academic
Performances
Residence
 Excellent
1. Dormitory
 superior Academic
2. Faculty
House  very good Performances
3. Others  good
 very satisfactory
Year level
 very average
1. 1st year  average
2. 2nd year  fair
3. 3rd year  poor
4. 4th year
 conditional
Working time spent  fail
per week
1. 1 to 10 hours
2. 11 to 20 hours
3. 21 to 30 hours
4. 31 to 40 hours
5. 41 to 50 hours
6. More than 50
hours
Educational Aid
1. Have a
scholarship
2. Does not have
a scholarship
 11

CHAPTER 3

METHODOLOGY

This chapter presents the research design, the respondents, the research instruments, the
administration of the questionnaire, and the statistical tools used in this study. The different
procedures employed are presented below.

The research design

The investigation use in this study is descriptive method. It tried to find out the
significant difference of the profile of the college working students in relation to their academic
performances. The researchers employed a researcher-made questionnaire to gather data. The
GPA of each respondents was provided by the registrar`s office. We have adapted the scaling
system of level of academic performance of the De La Salle University to interpret if the
academic performance of the respondents based on the variables is Excellent, Superior, Very
Good, Good, Very Satisfactory, High Average, Average, Fair, Pass, Conditional, or Failed.

The respondents

Table 1 shows the profile of College Working Students at Naga View Adventist College.
The profiles include gender, residence, year level, working time spent and educational aid.

During the administration of questionnaire, 46 college working students participated. Out

of the 47 students, 29 or 61.7 percent were males and 18 or 38.3 percent were females. Out of 47
respondents, 19 or 40.43 percent were staying at the Dormitories; eight or 17.02 percent were
staying at Faculty Houses, and 20 or 42.55 percent were staying at the Village and School
Facilities. Out of 47 respondents, five or 10.64 percent were 1st year college; 24 or 51.06 percent
were 2nd year college; eight or 17.02 percent were 3rd year college, and 10 or 21.28 percent were
4th year college. Out of 47 respondents, three or 6.38 percent were spending 1 hour to 10 hours
per week on their work; seven or 14.89 percent were spending 10 hours to 20 hours per week on
their work; 11 or 23.41 percent were spending 20 hours to 30 hours per week on their work; nine
or 19.15 percent were spending 30 hours to 40 hours per week on their work; 15 or 321.91
percent were spending 40 hours to 50 hours per week on their work; and two or 4.26 % percent
were spending more than 50 hours per week on their work.
 12

The 39 or 82.98 percent of the respondents does not have a scholarship it means they
were getting financial support from their parents or they were supporting themselves and eight or
17.02 percent were having a scholarship from government, and non-government organizations.

Table 1

The Respondents

Variables Frequency Percent of Respondents

Gender
1. Male 29 61.70 %
2. Female 18 38.30 %
Residence
1. Dormitories 19 40.43 %
2. Faculty House 8 17.02 %
3. Others 20 42.55 %
Year Level
1. 1st year college 5 10.64 %
2. 2nd year college 24 51.06 %
3. 3rd year college 8 17.02 %
4. 4th year college 10 21.28 %
Working Time Spent
1. 1-10 hours per week 3 6.38 %
2. 10-20 hours per week 7 14.89 %
3. 20-30 hours per week 11 23.41 %
4. 30-40 hours per week 9 19.15 %
5. 40-50 hours per week 15 31.91 %
6. More than 50 hours 2 4.26 %
Educational Aid
1. Have a scholarship 8 17.02 %
2. Doesn’t have a 39 82.98 %
scholarship

The research instrument

 13

The researchers will use questionnaire. The questionnaire is intending to determine the
profile of the respondents. In securing the academic performance, the researchers will request to
the registrar the GPA of each respondent. The registrar willingly provides the necessary data for
this study.

Administration of questionnaire

The researchers may coordinate with the authorize professor/s, that might be affected, to
administer and gather the data from the college working students. It might be administered in
their classroom or working place.

To have a full understanding of the profiling form, the researchers will explain first the
instruction to the students. Profiling is simple to make sure that the instructions will fully
understand by the respondents and the researchers put the purpose of this study to avoid being
confuse in checking profiling form. The profiling form will be distributing wherein the
respondents fill up the profiling form.

Statistical treatment

The statistical treatment used for the analysis of the data is frequency and percentage to
determine the profiles of the respondents. The chi-square will be employ for the two independent
samples to test the significant difference in the academic performance of the college working
students between gender, residence, year level, working time spent, and educational aid.
 14

CHAPTER 4

FINDINGS, ANALYSES, AND INTERPRETATIONS OF THE DATA

This chapter presents the findings, analyses, and interpretations of the data in this study.
The data were reflected in the tables followed by textural interpretations.

Academic Performance of College Working Students

Table 2 shows the academic performance of the college working students at Naga View
Adventist College for the year 2016-2017.

Table 2

Level of Academic Performance

Variables Frequency Mean Level of Academic

Performance
Gender
3. Male 29 85.11 Good
4. Female 18 87.45 Very Good
Residence
4. Dormitories 19 86.73684 Very Good
5. Faculty House 8 87.375 Very Good
6. Others 20 85 Good

Year Level
5. 1st year college 5 81 Good
6. 2nd year college 24 86.04167 Very Satisfactory
7. 3rd year college 8 87.375 Very Satisfactory
8. 4th year college 10 87.8 Very Satisfactory

Working Time Spent

7. 1-10 hours per 3 89 Good
week
8. 10-20 hours per
week 7 86.28571 Very Satisfactory
 15

9. 20-30 hours per 11 87.45455 Very Satisfactory

week
10. 30-40 hours per 9 84.66667 High Average
week
11. 40-50 hours per 15 84.93333 High Average
week
12. More than 50 2 Good
89
hours
Educational Aid
3. Have a 8 90.625 Good
scholarship
4. Doesn’t have a 39 85.17949 High Average
scholarship

Legend:

96 – 100 Excellent

94– 95.99 Superior

91 – 93.99 Very Good

89 – 90.99 Good

86 – 88.99 Very Satisfactory

83 – 85.99 High Average

80 – 82.99 Average

77 – 79.99 Fair

75 – 76.99 Pass

70 – 74.99 Conditional

0 – 69.99 Failed

The table 2 shows the mean score of males, which is 85.11 and the females mean score is
87.45. The level of academic performances of males fall under good performance and females
 16

fall under the very good performance. The result of level of academic performances of males and
females shows that the performance of both gender was not far from each other yet there are still
room to improve their academic performance in class. The students who stayed at the
dormitories have the mean of 86.73684, the students who stayed at the faculty house have the
mean of 87.375 and the students who stayed at village have the mean of 85. The level of
academic performances with regards to the residence was also interpreted as very good and good
academic performance. The 1st year students have a mean of 81 which falls under average
academic performance, 2nd year students have the mean of 86.04167 which falls under very
satisfactory academic performance, 3rd year students have the mean of 87.375 which falls under
very satisfactory and 4th year students have the mean of 87.8 which falls under very satisfactory.
The students who spent 1 to 10 hours per week got the mean of 89 which falls under good, the
students who spent 11 to 20 hours per week have a mean of 86.28571 which falls under very
satisfactory, the students who spent 21 to 30 hours per week got a mean of 87.45455 which fall
under very satisfactory, the students who spent 31 to 40 hours per week have a mean of 84.66667
which falls under very average, the students who spent 41 to 50 hours per week have a mean of
84.93333 which falls under very average and the students who spent more than 50 hours per
week have a mean of 89 which falls under good. For the students who have a scholarship have a
mean of 90.625 which falls under good while the students who does not have scholarship have a
mean of 85.17949 which falls under high average. The researchers conducted their research in
their free time and it was very limited time to conduct this research. When the respondents filling
the profiling form, they do not experienced difficulties in filling it because they only need to do
is to check the appropriate answers that pertains to them.

Significant Difference of Academic Performances

The table 3 shows the significant difference in Academic Performances of working

students as to gender, residence, year level, working time spent, and educational aid.

Table 3

Chi-square Test Result on Significant Difference on the Profile

 17

Variables Frequency Mean Chi- significant Interpretation

square
Gender
1. Male 29 85.11 13.227 5.46452 Significant
2. Female 18 87.45

Residence
1. Dormitories 19 86.73684
2. Faculty House 8 87.375 16.812 6.62791 Significant
3. Others 20 85

Year Level
1. 1st year 5 81
college
2. 2nd year 24 86.04167
college 26.217 19.31814 Significant
3. 3rd year 8 87.375

college
4. 4th year 10 87.8

college
Working Time Spent
1. 1-10 hours per 3 89
week
2. 10-20 hours 7 86.28571 37.566 14.70796 Significant
per week
3. 20-30 hours
per week 11 87.45455

4. 30-40 hours
per week 9 84.66667

5. 40-50 hours
per week 15 84.93333

6. More than 50
hours 2 89

Educational Aid
 18

1. Have a 8 90.625
scholarship 13.227 17.06818 Not significant
2. Doesn’t have 39 85.17949
a scholarship

Gender. The table 3 shows that there is significant difference between males and females
with 13.227 chi-square results and significant value of 5.46452, which is lower than 0.01 critical
value. Therefore, the null hypothesis that there is no significant difference in academic
performances of working students of NVAC between males and females is not accepted. This
means that the male and female college working students have significant difference to their
academic performances. The findings of this study agree with Quisundo and Hurlock where they
cited that men are more serious in their occupation while women are more serious in academic
performances. It shows that there is a significant difference between gender and academic
performance.

Residence. As shown in table 3, there is a significant difference between the

dormitorians, living at faculty houses, and villagers 16.812 as chi-square results and significant
value of 6.62791, which is lower than 0.01 critical value. Therefore, the null hypothesis that
there is no significant difference in academic performances of working students of NVAC
between dormitorians, staying at faculty houses and villagers is not accepted. The findings of this
study agree with the idea of Chiharu that the students who live with their family does not receive
any support academically because they parents does not have good educational attainment. On
the other hand, the ideas of Chiharu are far from the result because majority of our respondents
lived far from their families.

Year Level. The table 3 shows that there is significant difference between 1st year, 2nd
year, 3rd year and 4th year college working students with 26.217 chi-square results and significant
value of 19.31814, which is lower than 0.01 critical value. Therefore, the null hypothesis that
there is no significant difference in academic performances of working students of NVAC
between 1st year, 2nd year, 3rd year and 4th year college working students is not accepted.

Working Time Spent. As shown in table 3, there is a significant difference between the
college working students who work within 1 to 10 hours per week, 11 to 20 hours per week, 21
to 30 hours per week, 31 to 40 hours per week, 41 to 50 hours per week and more than 50 hours
per week with 37.566 as chi-square results and significant value of 14.70796, which is lower
 19

than 0.01 critical value. Therefore, the null hypothesis that there is no significant difference in
academic performances of working students of NVAC between 1 to 10 hours per week, 11 to 20
hours per week, 21 to 30 hours per week, 31 to 40 hours per week, 41 to 50 hours per week and
more than 50 hours per week is not accepted. This study agrees with the ideas of Pauk, Nonis
and Hudson where they cited that the working time spent can affects the academic performances
of a students. Pauk said that the success or failure of a student is depends on his/her use of time
while Nonis and Hudson said that working more hours per week can be one key reason for a
student to be in academic trouble.

Educational Aid. The chi-square reveals 13.227 with the significant value of 17.06818,
which is higher than .01 critical value. Therefore, the null hypothesis that there is no significant
difference in academic performances of college working students between have a scholarship
and does not have a scholarship is accepted. This means that the college working students
educational aid whether scholar or not scholar does not make any difference in their academic
performances.
 20

CHAPTER 5

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of the preceding chapter. From the findings to
revealed in the study, conclusions were drawn wherein the recommendations were based.

Summary

This study attempted to determine the factors in relation to the academic performances of
the college working students school year 2016-2017. Specifically, this study sought answer to
the following questions:

1. What are the profile of working students as to: gender, residence, year level, time spent
working, and educational aid?
2. What is the academic performance of working students in terms to: gender, residence,
year level, time spent working, and educational aid?
3. Is there significant difference in academic performances of working students as to:
gender, residence, year level, time spent working, and educational aid?

The researchers worked in the null hypothesis that:

There is no significant difference in the academic performances of working student as to

gender, residence year level, time spent working and educational aid.

The study used descriptive method to determine the factors in relation to the academic
performances of the college working students school year 2016-2017. The statistical treatment
used for the analysis of the data is frequency and percentage to determine the profiles of the
respondents. The researchers got the means of each profile and determined the level of academic
performances. Chi-square was used to determine the significant difference of the profile to the
academic performance of the college working students school year 2016-2017.

Findings

Through the analysis of the data gathered, the researchers could infer that:
 21

1. The college working students grouped into males and females; dormitorians, living at
faculty houses, and villagers; 1st year, 2nd year, 3rd year and 4th year; 1 to 10 hours per
week, 11 to 20 hours per week, 21 to 30 hours per week, 31 to 40 hours per week, 41
to 50 hours per week and more than 50 hours per week; and have a scholarship and
does not have a scholarship were in good level of academic performances.
2. There is a significant difference in the academic performance of the college working
students of NVAC school year 2016-2017 as to; gender, residence, year level and
working time spent.
3. There is no significant difference in the academic performance of the college working
students of NVAC school year 2016-2017 as to; educational aid.

Conclusions

Based on the findings of this study, the researchers concluded that:

1. The college working students have a good academic performance. Yet, they have a
big room to improve their performance in class.
2. Neither males nor females; dormitorians, living at faculty houses nor villagers; 1st
year, 2nd year, 3rd year and 4th year; 1 to 10 hours per week, 11 to 20 hours per week,
21 to 30 hours per week, 31 to 40 hours per week, 41 to 50 hours per week nor more
than 50 hours per week; and have a scholarship nor does not have a scholarship can
boast and improve their academic performances.
3. Gender, residence, year level, and working time spent can affects the academic
performances of the college working students.

Recommendations

Based on the findings of this study, the following recommendations are hereby
forwarded:

School Administrators. The administrators should devise a strategy and plans to help to
strengthen the college programs for the unprivileged and working students. Improve the course
offering so that working students will have a chance to become educated even though they
cannot afford the tuition fees.
 22

Teachers. the teachers should improve their teaching strategies that would encourage the
students to pursue their studying.

Staffs. The staff should improve its work programs for the unprivileged students and to
strengthen their relationship with working students.

Parents. The parents should realize the importance of educational attainment for their
children, support them in their studies and to consider the factors why their children committed
failure.

Students. the students should strive more and exert more effort in their studies. For non-
working and working students, they must pursue their study and to study hard for their future.

Other Researchers. For the future researchers, they should encourage to consider other
variables and factors that can affects the academic performance of college working students.
 23

APPENDIX A

The Academic Performances of College Working

Students of Naga View Adventist College S.Y 2016-
2017

The information that the researchers will gather will use as the baseline of this study.
The purpose of this study is to help the school to devise a strategy and plans to help to
strengthen the college programs for the unprivileged working students. it will also help to the
working students and non-working students to pursue their study and to study hard for their
future. The researchers seek for an honest answer and it will be great help to find the right
result of the study.

Name: __________________________________(required) Age: __________

Profiling: Please check the appropriate answer that pertains to you. Your answer would
be treated confidentially.
a) Gender:

___ Male ___ Female

b) Residence:

___ Boys Dormitory ___ Others:

_______________________
___ Girls Dormitory
___ Faculty House
c)Year level:
___ 1st year college ___ 3rd year college
___ 2nd year college ___ 4th year college
d)Working time spent per week:
___ 1 hour -10 hours ___ 30 hours – 40 hours
___ 10 hours – 20 hours ___ 40 hours – 50 hours
___ 20 hours – 30 hours ___ more than 50 hours
e) Educational Aids:
___ have a scholarship ___ doesn’t have a scholarship
 24

BIBLIOGRAPHY

A. Books
Hurlock, Elizabeth B. Developmental Psychology. 5th Edition. New York: McGraw-Hill,
Inc.,1980.
Pauk, Walter. How to Study in College. 3rd Edition. Boston: Houghton Mifflin Company,
1984.
White, Ellen G. Education. Mountain View, California: Pacific Press Publishing
Association, 1903.

B. Internet Source

Frigillano, Shirley D, Ciasico, Ely S and Nulada, Linda M. “Lived Experience of On-
campus Working Students.” Iloilo Science and Technology University, 2015. Article.
http://www.openscienceonline.com/journal/edu).

Hudson, Gail I. and Nonis, Sarath A. “Academic Performance of College Students:

Influence of Time Spent Studying and Working.” Journal of Education for Business 81
(2010): 151-159. http://www.tandfonline.com/doi/abs/10.3200/joeb.81.3.151-159.

Quismundo, Tarra. “CHED: There`s a gender gap in college, work.” 2016.

http://newsinfo.inquirer.net/204499/ched-there-gender-gap-in-college-work.

C. Research Article

Chiharu, Murakami. “Effectiveness of Education for Working Children in the

Philippine.” Master of Science Thesis. Ritsumeikan Asia Pacific University, 2011.
Research Report.

Jewell, Sarah. “The impact of working while studying on educational and labour market
outcomes,” Business and Economic Journal (2014).

D. Journal

Karima, Sayari, Revenio, Jalagat, and Van, Dalluay. “Assessing the relationship of time
management and academic performance of the business students in Al-Zahra College.”
European Business & Management 3 (2017); 1-8