CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

Rationale of the study
In the Philippines, there’s a lot of students who work while
studying. The life of a family is not as easy as we all know. There’s a lot of
struggle and hard work before you can support your family needs especially if
all your children are going to school. That’s why many students will force to
work because the family cannot support them financially for their tuition fee.
Working students is a person who has work and at the same time go to
school as a student. Working student needs a lot of effort not only to his/her
work but also in their studies. They need to manage and balance their
schedule for them to work while study. Working student are more eager to have
a better academic performnace for them to have a better future ahead. The life
of the student who works for their tuition fees and other expenses is not easy.
It takes a lot of courage, strength, and positivity before they can be called a
working student.
A student who works can deprive their self to sleep well. They learn not
to waste their time and for them, time is gold. They need to balance their work
and study. Need to start their day as early at possible to have time to school
projects and academic performances and then after that they are going to work.
The main aim of this research is to identify the academic performance of
a working students in the University of Luzon on how they manage to balance
their time on having a part time job while studying, on how still they can get a
better academic performance even though they have a tough time to study well
beacuse of their part time job.
 Conceptual Framework
 Working Students
- Are the one who is working while studying.

What are suggestions

INPUT PROCESS needed/recommended
OUTPUT
tips of being a working
Figure 1 student on how to
Academic Performance of a
working students in the Analysis
Paradigm ofof Data
the Study manage their time to
University of Luzon their academic
performance while
Statement of the Problem having a part time job?

1. What are the effects of being aworking students to their academic

performance?
2. What are the problems encountered by a working student to their
academic performance?
3. What are suggestions needed/recommended tips of being a working
student on how to manage their time to their academic performance
while having a part time job?

Scope and Delimitation

Students jobs have become a sort of trends among students around
University of Luzon who wants to work while going to school. As the
researchers conducted a study there are 12 working students in the canteen
area, auditing area, ID area, office, clinic and etc. that I asked on what are
their recommended tips or suggestion of being a working student on how to
manage their time in their academic performance while having a part time job.
The respondent is selected randomly, this study conducted on January 10,
2020 to March 14, 2020.

Significance of the Study

Students will serve more like to persist in their studies. Through their
job they’ll become better acquainted with faculty, staff, and other students
Parents will serve being an inspiration to the working students for them
to reduce tiredness and to study harder to have a better academic performance
in school.
Teacher will serve being role model to the working student to have more
courage and determination to strive harder to have a better academic
performance. They also serve as a guide to the working students to have more
experience in life that they can apply to their life later on.
Future researchers the study will serve on the working student manage
their time in their academic performance. They also can get a lot of benefits to
the way that they can surf, explore and gain more ideas and knowledge.

Definition of Terms
Working Students – is a person goes to school at the same time have a
part time job for their educational fees and extra income for their daily needs.
CHAPTER 2
REVIEW OF RELATED LITERATURE

This chapter present the related literature and study of research done by
the researchers. This will also present the important information of related
literature to fully understand the research.

Conceptual Literature

Part-time jobs have been considered as one of the factors influencing student’
academic achievement. This paper examines the students of English Department, at the
Faculty of Teaching and Teacher Training, Ar-Raniry State Islamic University (UIN), Banda
Aceh, Indonesia, undertaking part-time job outside campus. Effects of employment on
students’ academic achievement are investigated. A qualitative approach is utilized to
analyze the impact of part-time job on students’ academic achievement. Thirty (30) students
were purposively chosen as the samples of this study. Students’ academic result in the form
GPA, the amount of time spent on part-time job, as well as types of jobs the students
involve in are scrutinized to see the relation between part-time jobs and their academic
result. The result of the study indicates that despite the time spent on part-time job,
students’ GPA are above average. However, in some cases, the time required to finish their
studies is longer than those who do not have part-time jobs.

When a working student graduate college, they can use their past knowledge and
experience about working in their future professional jobs. They can be confident enough,
flexible, work with less supervision and effective at their work. But there are also negative
sides about working while studying. One of the disadvantages of working while studying is
that students sacrifices their time for their studies (Powers, 2013). Working students have
less time to study their lesson. Classes which require extensive reading and writing are
affected (Powers,2013). They can be always late for their classes. This may result in poor
academic performance and low grades.
In Tinto’s model of student retention, student integration plays a
vital role to students to fulfill their academic success. There are two
kinds of integration in Tinto’s model of student retention which is the
academic retention and the social retention. Academic integration comprises of grade/mark
performance, personal development, academic self-esteem, identification with academic
norms and values
and identification with one’s roles as a student. In social integration, there are also factors
which affects’ student retention.

These are number of friends in the campus, personal contact with academics and is the
student enjoying their college life. Juggling work and study can be stressful to students
which may lead to drop-outs. Few hours on-campus can help integrate students into
campus life and increase retention while long hours of work, especially off-campus work,
can have the opposite effect (Tinto,1975).If the student cannot integrate in school, the
student might feel out of place which will make them lose the will to continue their college
degree. Working while studying can also affect the physiological, psychological and social
well-being of the student. Negative consequences on the other aspects of in the life of a
working student are also threatening. Lack of sleep is one of the major problems that a
working student faces especially those who work on graveyard shift or night shifts such as
call centers. These students have less time socializing and enjoying and cannot establish
relationships because of their work outside the campus. This may also lead to depression
and drug abuse to students. Working full-time or part-time jobs on an off-campus prevent
them from enjoying the college and all the activities that they should experiences because
of the bulk of their time is devoted to work and studying (Powers, 2013).

Research Literature

The literature reviewed below examines the popularity of part-time work amongst
students, how employment is affecting students’ performance and how part-time work is
effecting the students’ life. Some of the issues discussed in this research are the number of
hours a student works, whether they still have time for study and leisure and how does this
effect their academic performance and well-being. The prevalence of part-time work:
According to ‘Social and Economic Conditions of Student Life in Europe’ over 40% of the
students from Spain, Sweden and Finland have work experience prior to entering into
higher education. In general, more students from lower education backgrounds have work
experience than students whose parents attained a higher education degree. It has been
reported that poor students in countries such as Bulgaria, Ireland and Switzerland receive
additional grants to compensate for the missing base funding via state support. For
example, Irish students from low-educated families receive 93% more state support and
high-educated families 44% less than the average student. In Malta students who come
from families where the total household income is less than €5,000 per year are eligible
for a supplementary grant of €42 every four weeks, which is additional to their regular
stipend. In Netherlands and Estonia more than two thirds of the students have a part-time
job. In Australia half to three quarters of the students work. According to the report of the
French Conseil Economic et Social on students’ employment (2007), 15% to 20% of students
work regularly while studying in France. ‘Statistics Canada’ states that, in Canada more than
48% of the students work part time. Full-time students working more than 35 hours per
week has almost doubled since 1990. According to the Canadian Undergraduate Survey
Consortium, more than 50% of the students work during their least year of their degree
than the first. In Austria, Czech Republic and Estonia there is a comparatively high rate of
employment and a relatively close relationship between students’ jobs and students’
courses (‘Social and Economic Conditions of Student Life in Europe’). Analyses of the
Eurostudent survey indicates that the lowest level of students working part-time is in
Southern Europe (especially Portugal and Italy) and the highest rate is in Netherlands and
Ireland. Potential reasons for such outcomes may be due to the nature of the labour market
and availability of jobs suitable for students. For example, in Greece the majority of students
do not engage in paid employment due to lack of job opportunities (Dimitros and Karalio
poulou (2005)). Whereas, in the U.S. part time employment has become the norm amongst
students (Bureau of Labour Statistics 2005). In the past few years employment among post-
secondary students has been increasing rapidly. The effect of part-time employment on
students’ performance: Ronald D’Amico (1994) states that part-time employment “provides
opportunities to assume greater responsibility, authority and cooperative interdependence”.
Students who work part-time will develop networking skills; contacts and references will be
valuable for future employment opportunities. Employers may prefer students who held
part-time jobs while at college because it indicates stronger management skills. Also, there
is high probability that students who worked part-time will be employed on full-time basis
once they graduate with the same company. Green (2001) also stated “that they[students]
had gained job skills, experience, knowledge of a variety of jobs, a sense of accomplishment,
a feeling of responsibility, and money for personal and school expenses” (p. 329).
Employment can have a positive effect if balance working hours and study are balanced
(Cheng 1995). Research done by the University of Canberra shows that paid employment
did not have a large effect on grades. Results show that some paid employment improves
grades slightly, but working more than twenty-two hours per week has a negative effect. On
the other hand, most of the research indicates that employment negatively affects students’
academic achievements especially those who work more than fifteen hours a week and they
are more likely to drop out (Stern 1997). According to Furr and Elling (2000), 29% of the
students working 30-39 hours per week and 39% of those students working full time
indicated that work had a negative and frequent impact on their academic progress. (Dallam
& Hoyt, 1981) anticipated that there will be negative effects on school performance because
of part-time employment. Juggling work and study may also lead students to put forth less
effort into both because they are spreading themselves “too thin” (Astin, 1993). According
to Canadian Social Trends, 1994 shows that student who worked more than 20 hours had
33% dropout rate whereas students who worked less than 20 hours had a 16% dropout rate.
Young and immature students tend to find it difficult to mange working hours and study
than older students (Barone 1993). Therefore, age also pays an important role in the
students’ decisions. A March 2009 study by the Bureau of Labor Statistics states that
students with part-time work reduce the time spent on homework, sleeping, and
socialization by 84%. McInnes (2001) stated that “compared with those who do not work,
younger first year students who work part-time are more likely to spend fewer days on
campus, to not work with other students on areas of their course, and to have studied
inconsistently through the semester. They also tend to anticipate getting lower marks, and
are more likely to seriously consider deferring at an early point of their student experience …
We “also know that these negative factors are amplified the more hours students work, and
they feel seriously burdened by overcommitment. (p. 5). “ The effect of part-time
employment on the students’ life: Too many hours spent at work could also affect the
student’s lifestyle such as participating in extracurricular activities. Greenberger and
Steinberg(1986) argued that instead of instilling work habits, many students who worked
part time at an early age were more prone to cheating and dealing with boring work.
Students who are unable to manage their part-time income or have never been given the
right advice on how to save money will find it more difficult to make budgets and are more
prone to overspending. This will eventually result in increasing the number of working
hours. Research also indicates that too many hours of work increases fatigue and may cause
lower academic performance. Carskadon(1999) states that students who work more than 20
hours changed their sleeping patterns resulting in later bedtimes, shorter sleeps, possibility
of falling asleep during class, late arrivals at school or missing lectures. Many students who
work part time find have limited time for their hobbies and extra-curricular activities (Hope
1990). According to researchers Barling, Rogers and Kelloway, “Labour force participation by
high school students, especially more than 20 hours of part-time work per week, is linked to
poorer school performance, increased drug and alcohol use, decreased family contacts, and
cynical attitudes toward work” On the other hand, Tannock (2001) and (Li-Chen & Wooster,
1979) pointed out that student works tend to have low skilled jobs, such as a cashier, fast
food worker or retail. It is assumed that these jobs have a negative effect whereas high-
quality part-time jobs seem to develop career-related skills. Also, these jobs are more likely
to be flexible and work with students’ schedules (Healy, O’Shea, & Crook, 1985). A number
of researchers, for example, found that hard work built stronger academic character because
it taught the students time-management skills, gave them experience outside of the
classroom, more confidence and provided them with more satisfaction in college
(Pennington, Zvonkovic, & Wilson, 1989). According to Smith and Green (2001) student who
work learn a lot and they develop self-efficacy especially the low-achievers. In her research
Singg (2002) found out that students who work part-time tend to show more responsibility
in their daily personal situations and have greater career maturity than those students who
do not work. Stern (1997) states that students will develop a more positive attitude to work
when gaining work experience whilst studying. Managing to work part time during the
studies will also be beneficial on the resume. Employers look for students who are capable
of managing time, working in teams, able to communicate and work on their own initiative.
Research by the University of New Hampshire shows students who have a lot of free time
they are more prone to make use of drugs and other substances. Therefore, the benefits of
having a part-time job will keep the students occupied during their free time. Moreover,
students who work part-time become financially independent and learn how to effectively
manage finances. 3. The Research Context MCAST-BTEC National Diploma in Computing
(Software) is offered at Malta College of Arts, Science & Technology (MCAST). This course is
Level 4 and the duration is 1 year Full-time or 2 years part-time on an apprenticeship. The
course specializes in Software Development and the modules are relevant to the needs of
the industry. Students who opt for an apprenticeship will still cover the same modules but
over the duration of 2 years. ETC assists apprentices in finding an employer with whom they
can perform their on-the-job training during the apprenticeship period. Apprenticeship will
be required to work 27 hours a week and attend lectures twice a week. During 2009/2010
academic year I have noticed a 3% drop out and 25% failure rate. It has been found out that
students are not dedicating enough time to practice programming mainly due to part-time
work commitments. This study is targeted towards this group of students. The major
questions of this research are: What factors influence students to seek part-time
employment? How do students juggle study and work commitments? Do students set
priorities if study and work commitments clash? If yes, how? Does part-time work have an
impact on the students’ academic performance? Does part-time work have an impact on the
students’ social life and well-being? Do the types of jobs students’ work have an impact on
their academic performance? Do the number of hours worked effect the students’
performance? Research Methods: A questionnaire was compiled for students enrolled in the
second year of the Diploma (specializing in Software). Questionnaires were distributed to
two classes (one apprenticeship and the other non-apprenticeship) during one of the
lectures. I taught both classes the same modules, i.e. Programming Concepts/Practice and
mentoring their end-of-year Software Projects. Students were asked to complete the
questionnaire anonymously. The data was collected two months prior to the end of
semester when the student attendance was high. A total of 35 students completed the
questionnaire. The average age of the students interviewed was between 17 and 21 years.

CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY

This chapter of the study present and discuss the research method,
respondents of the study, locale of the study, data gathering instruments, and
data gathering procedure to analysis for the collection, organization and
utilization of data so that the decide information can be acquired with such
precisions and supposition can be tested correctly.

Research Method
In this research the researchers use qualitative method. Qualitative
method is a scientific method of observation to gather none numerical data. As
a field of study qualitative approaches include research concepts and methods
from multiple stablished academic field.
By means of gathering data the researchers make a survey use an
instrument such as questionnaires which consist different questions related to
this study to sought an fine out what are the perceptions, behaviors and point
of views of the working students in the University of Luzon which are the
respondents of this research.
The survey allows the researchers to arrive to a conclusion after the
analysis. It allows the researchers to observe and describe their findings
according identified academic performance of working students in the
University of Luzon.

Locale of the Study

This University was located at Perez Blvd. at the City of Dagupan from
the Province of Pangasinan. University of Luzon was only autonomous
University at Region 1 and was known produce globally competitive students
that is why the researchers made sure that the study is sincerely careful
studied by the researchers and was only conducted in the University.

Data Gathering Instrument

Data Gathering Procedure

First, we think what research tittle are we going to study. Second, we did
to start conducting our research study. After that we are going to do the letter
for our study to