Group 9: Practical Research 2

Technological Institute of the Philippines Quezon City
938 Aurora Boulevard, Cubao, Quezon City
Practical Research 2
GROUP 9
The Correlational Study of Part-Time Job and Academic
Performance of the Selected Grade 12 Senior High
School Students in Technological Institute of
the Philippines, Quezon City S.Y. 2018-2019
A Research Submitted
In Partial Fulfillment of the Requirements for the Course
Practical Research 2
By
Alvarez, Suzanne Audrey
Bartolabac, Veronica
Casiple, Honeylen
Liwanag, Angel
Matias, Marielle McLaine
Mendoza, Ana Marie
Group 9
SHS12 – ABMA1
Senior High School Department

Technological Institute of the Philippines Quezon City
938 Aurora Boulevard, Cubao, Quezon City
October 17, 2018

Acknowledgment
In the accomplishment of this project, we, the researchers, cannot
express our enough gratitude for all the people who handed over their
blessings and their heart pledge support to us. We are grabbing this
wonderful moment and opportunity to thank those people who help not only
during the checking of the research paper, but all throughout the
accomplishment of this research project.
We, the researchers are sending our heartfelt gratitude...
To Mr. Emmanuel De Guzman, our research adviser, who give his
support, guidance and insight throughout this paper.
To Mr. Karl Calip, who gave his time and effort despite of his busy
schedule just to help the researchers by sharing his ideas and knowledge for
this research.
To Ms. Ricalyn Perlas, Mr. Aaron Martinez and Mr. Cj Bauzon who
gave their time and effort despite of their busy schedule just to help the
researchers by being a panelist to critique this research paper.
To our family, who helped us with their guidance specially, Mr. Peter
Alvarez, who sponsored and helped the researchers just to accomplish their
research paper.
And lastly to God, who gave the researchers strength, faith, and
courage throughout to finish this project.

Abstract
Engaging in student employment is a common phenomenon happening in
the Philippines therefore, the researchers decided to determine if having a
part-time job really could affect the students’ academic performance through
assessing the impact of part-time job to the school attendance of the students
and the relationship of the time spent in working and the academic
performance of the students. In this study, the findings will be based on the
data that would be gathered from the point of view of the selected Grade 12
Senior High School students in Technological Institute of the Philippines,
Quezon City. S.Y. 2018-2019.
This research used quantitative correlational design method that test the
relationship of part-time job and academic performance of the selected Grade
12 S.H.S. students in T.I.P., QC. The findings of this study are: first, having a
part-time job does not affect the grade 12 S.H.S. students’ in T.I.P., Q.C.’s
attendance and second, there is no significant relationship between the time
spent in working and academic performance of the grade 12 Senior High
School students. Therefore, all in all, part-time job and academic performance
does not have significant relationship.
The present study has brought some novel contributions towards the
knowledge about the correlational of part-time job and academic performance
that can be used by the future researchers. Also the following people or group
will be benefited by this study: employers or company, educators, students,
and parents.
Table of Contents
CHAPTER 1 INTRODUCTION Page
Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .1
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4
Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . .. . .. .4
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5
CHAPTER 2 REVIEW OF RELATED LITERATURE
Related Studies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Related Literatures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Synthesis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14
Theoretical Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18
Hypotheses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21
Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..21
CHAPTER 3 METHODOLOGY
Research Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Research Locale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . 24
Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. 25
Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..27
CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..30
CHAPTER 5 SUMMARY OF FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS
Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35
Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Recommendation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .36
List of Figures
Figure 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..15
Figure 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..18
Figure 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..26
Figure 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..26
List of Tables
Table 1 – Correlation Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..25
Table 2 – Computed Correlation Coefficient and its Interpretation of the time
spent in working and the students’ attendance. . . . . . . . . . . . . . . . . . ..31
Table 3 – Computed t for the Significance of Relationship between the time
spent in working and the students’ attendance. . . . . . . . . . . . . . . . . . ..31
Table 4 – Computed Correlation Coefficient and its Interpretation of the time
spent in working and the academic performance of the Grade 12 Senior High
School Students. . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ..33

Table 5 – Computed t for the Significance of Relationship between the time
spent in working and the academic performance of the Grade 12 Senior High
School Students. . .. . . . . ... . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . ..33
Table 6 – Part-Time Job and Student’s School Attendance. . .. . . . . . . 46
Table 7 – Part-Time Job and Student’s Academic Performance. . . . . . 47

The Correlational Study of Part-Time Job and Academic Performance of the Selected Grade
12 Senior High School Students in Technological Institute of the Philippines, Quezon City
S.Y. 2018-2019
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Chapter 1
INTRODUCTION
This chapter will introduce the subject of the study and the reason and
purpose of it to be addressed. This also presents the objectives, the
statement of the problem, the scope and delimitation, and the significance of
the study.
Background of the Study
Students had different dreams and different goals in life. As they
matured, they become aware of their own responsibility to achieve what they
want. Pursuing an education is one of the paths that would lead them to
success. As hindrances challenge the students, it made them engaged in the
student employment, as a solution, which becomes a common phenomenon
happening in the Philippines.
According to Webster (2016), Student employment means being a full-
time student at the same time having a full-time or part-time job. In the article
of Gil (2014), NUS Services conducted a survey and the results shows that 59
percent of the students work to fund their studies which 13 percent of the
2,128 students managed to hold down full-time jobs, while nearly half of the
students or 45 percent had a part-time job. This article points out those
students were engaged in student employment to earn money for their

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education and to fund their needs. Most of them choose to have a part-time
job rather than a full-time job.
Part-time job involved employees who are under a contract of service
to work less than 35 hours a week (“Who is a part-time employee”, 2015). It
means that the part-time workers’ number of normal hours of work is less than
the number of normal hours of work of a full-time worker which is 32 to 40
hours. As part-time job was more convenient than full-time job, part-time job
becomes an alternative way that the students used to continue their
education. Based on the final results of the 2011 Survey of Children (SOC),
the estimated number aged 5 to 17 years who worked for at least one hour
during the past week in October, 2011 was 3.3 million. They accounted for
12.4 percent of the estimated 26.6 million children 5 to 17 years old in the
country (“Estimated Number of Working Children”, 2011). Engaging in part-
time job could have a good impact on the students. According to a survey
conducted by Endsleigh Insurance (2015), there were eight out of ten
(approximately 77 percent) students working to fund their studies. There were
also students that were having part-time jobs to help in paying
accommodation, household utilities, food, as well as to earn extra cash for
socializing. Also, students engaged in a part-time job while studying because
it could give positive impacts such as money to support their needs that could
make them independent from their parents, learned to budget on their own on
how to spend and save their money wisely, and lastly the part-time job could
also be an early introduction to students’ interests in a work that eventually
could help them in college. On the other hand, this could affect the time
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management of the students and also their academic performances.
Combining work and study could also have negative effects on the students'
mental health such as stress and fatigue, leading to worsening performance in
class (“The Impact of Part Time work towards Academic Performance”, 2016).
As being affected by part-time job, Academic performance was referred
most of the time to the grade point average (GPA) or the average of the final
scores of all the subjects of the students for the past semesters. It is also the
summary of the students' performance in school. Academic performance,
which is measured by the examination results, is one of the major goals of a
school. It measured how well the students participate and being active in
class. Academic achievement refers to what the student had learned or what
skills the student had learned and is usually measured through assessments
like standardized tests, performance assessments and portfolio assessments.
Bell (2018) defined Academic performance as how well a student achieves
the standards set out by the local government and the institution itself. All
students were required to maintain a satisfactory academic record and meet
the obligations of the courses in which they were enrolled.
A student being involved in part-time job was considered as one of the
factors that could influence their academic performance because a part-time
job had an effect on the student’s academic performance that may be a
negative or a positive effect. As part-time job increased among students, the
student’s academic performance might be at more risk and because of this,
the researchers decided to determine if having a part-time job really could
affect the students’ academic performance through assessing the impact of

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part-time job to the school attendance of the students and the relationship of
the time spent in working and the academic performance of the students. In
this study, the findings will be based on the data that would be gathered from
the point of view of the selected Grade 12 Senior High School students in
Technological Institute of the Philippines, Quezon City.
Statement of the Problem
This study aimed to determine the relationship of having a part-time job
and students’ academic performance. Moreover, the researchers would
determine if having a part-time job affects the students’ school attendance
and the relationship of the time spent in working and the academic
performance of the Grade 12 Senior High School students at Technological
Institute of the Philippines, Quezon City. The research is favored to answer
the following questions:
1. How does having a part-time job affects the students’ school
attendance?
2. Is there a significant relationship between the time spent in working
and the academic performance of the Grade 12 Senior High School
Students?
Scope and Delimitation of the Study

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The scope of the research involves the objective of the study, the
target respondents, and the venue and setting of the study. The main purpose
of this study was to determine the relationship of part-time job and academic
performance of the selected Grade 12 Senior High School Students.
The researchers limit the respondents only to the Grade 12 Senior
High School students, male or female, morning and afternoon shift student
and part-time worker studying in Technological Institute of the Philippines,
Quezon City School Year 2018-2019.
Each of the respondents would be given a survey questionnaire to
answer. The survey questionnaire was composed of questions that the
respondents need to give their own answer or fill in the blanks. This research
would only run during the 1st semester of the school year 2018-2019. The
limitation of this study was that it would only focus on identifying the
relationship of part-time job and academic performance of the Grade 12
Senior High School students, which also the impact of part-time job to the
school attendance of the students and the relationship of the time spent in
working and the academic performance of the Grade 12 Senior High School
students were included.
Significance of the Study
The study aimed to provide knowledge about the correlation study of
part-time job and academic performance of the selected Grade 12 Senior

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High School students in Technological Institute of the Philippines, Quezon
City. The importance of conducting this research would reflect on its
contribution that would benefit the following people or group:
Employers or Company. The employers or the company may gain
from this study a guide for them to know the situation of their employee who
was a student studying at the same time working. This study could also be a
guide for the employers to know how they could help their employees to have
some adjustments considering their studies and school hours to become
productive in doing their job without affecting their studies.
Educators. This study aimed to open the mind of the educators in the
situation of a student having a part-time job. This would also help them to
understand and generate a better approach and an appropriate solution to the
effects of having a part-time job that might affect the students’ academic
performance.
Students. The findings of this study would provide information to the
students about the relationship of part-time job and students’ academic
performance that would make them aware of the possible effects that would
affect their studies. Understanding this study would lead them to manage and
make some adjustments on both of their job and studies that will result in a
positive academic performance and positive work outputs.
Parents. This study would use the findings to help the parents to be
aware of the correlation of part-time job and the academic performance of

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their child or children so that they would make an action to help their children
in both of their job and studies.
Future Researchers. The findings presented in this study may be
used by the future researchers, who would also be dwelling in the same field
of study, as a reference material.

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Chapter 2
REVIEW OF RELATED LITERATURE
This chapter will introduce the related articles, journals, and theses that
will support the study being conducted. This presents the impact of part-time
job to the school attendance of the students and the relationship of the time
spent in working and the academic performance of the students. Also
information about part-time job and academic performance are included. An
investigation of other literature and research studies related to this study was
done to serve as a light and a pattern to the outcome of the study.
Related Studies
A. The impact of having a part-time job on Students’ School Attendance
Having a part-time job significantly affects and had a conflict with the
affairs in school such us in attendance in groupings, homework and projects,
examinations, and grades. In school affairs, the students’ school attendance
is also included.
According to the study of study of Weiland (2010), he compared the
result of the study of Rothstein (2007) and Oettinger (1999) that were both
exploring on how student part time employment affected academic

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performance. According to Weiland, the result of both studies came up with
one conclusion which was if the students work 20 hours per week, the
students’ academics and attendance would suffer, but when the students
work between 10 to 15 hours per week, it may be beneficial as students will
gain work experience and skills at the same time they may practice and
enhance their time management skills. Similar to the study of Beffy, Fougère,
and Maurel (2010), the finding of the study was the volume of hours worked
per week reduces the time that the students can spend on their studies as
well as on their school attendance that negatively affects students’ probability
of graduating. The result shows that the students who work 16 hours and
above per week may experience negative effect while students who spend
less than 16 hours per week limit the negative effect to happen. In 2011,
another study conducted by Monahan, Lee, and Steinberg strengthen this
claim. They found in their study that students engaged more than 20 hours a
week at work reduces school engagement and increases problem behavior
such as stealing, illegal drugs, and etc. While students who work 20 hours a
week or less had negligible academic, psychological, or behavioral effects.
Based on the four studies conducted in the years 1999, 2007, 2010,
and 2011, they came up with one similar conclusion which was the effect of
part-time job on academic performance and attendance depends on the
number of hours spent in working. The conclusion was as the number of
hours the students work per week increases, the students’ time for academics
and attendance decreases and the students were negatively affected, while
as the number of hours decreases, the students’ time for academics and
attendance increases and the students were either not affected or limit the
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negative effect to happen, or positively affected as they are gaining work
experience and skills while studying. In addition to these studies, other past
studies support this claim as they conclude that working hours has only a very
limited effect on the ability of students to attend school regularly and to arrive
at school on time.
B. The time spent in working and the academic performance of the
students
Working students nowadays tend to focus on working than studying
because of financial needs. Some choose to work more and to study less.
There were also those who decided to work full time. Spending fewer hours in
studying and spend more hours in working may affect the academic
performance of the students; they may fail the whole semester or even the
whole school year.
Based on Tessema, Ready, and Astani (2014) research results, the
grade point average (GPA) of the students who did not work are slightly
higher than those who are employed. It means that student employment
impacts GPA positively if and only if the spent working hours is less than 10
hours, which implies that student employment is not always harmful to the
academic performance. On the other side, as the working hours exceed 10
hours a week, it would have a negative impact in the students’ GPA. The
conclusion of this study is, “the more hours students work, the greater the
likelihood of negative effects on student satisfaction and GPA. That is, as
working hours per week increases students’ satisfaction and GPA decreases”
(p. 56).
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Supported by BYU Employment Services compilation entitled “The
Impact of Part Time work towards Academic Performance” (2016), it is stated
that one conclude that because of time and energy, job would lessen studying
that would negatively affect students’ GPA, but “Most studies concluded that
this is only the case when the student’s number of hours worked per week
exceeds 20 hours” (p. 1). In fact, Dundes’ study was also compiled and cited
that that students who work fewer than 15-20 hours, often report higher GPAs
compared to those who are not employed, and also from the National Center
for Education Statistics (NCES), that students who works 1-15 hours weekly
have a higher GPA compared to those who works 16 hours and above and to
those who are not employed at all.
Meanwhile, Emma (2017) shows the analysis of data collected by the
Institute for Social Research between 1991 and 2010 in her article. The
finding shows that students who worked for more than 15 hours a week had
an impact on their academics. While only some of the African-American
Students compared to their white peers in the study engaged in student
employment, therefore their grades are not affected as much as the white
does. It is reported in the study that, the grade point averages (GPAs) of the
white and Asian-American students dropped dramatically as there is
increased in the number of working hours compared to the GPAs of Hispanics
and African Americans showed a less correlation to the hours they spent in
working.
Based on the study of Kosi, Nastav, Šustersic (2013), student
employment has a negative impact on students’ academic performance. They
said that the impact only occurs when the working hours exceed some
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threshold level which was around 940 hours per academic year or 18 hours
per week. They also conclude that, “the effect, although statistically
significant, appears to be quantitatively relatively unimportant. Such weak
impact is consistent with our finding that the workload of a representative
student (8 hours per week) is well below the threshold” (p. 268).
In the findings of the studies, it shown similar findings that the working
hours and the GPA of the students had indirect relationship which means that
as one variable increases, the other one decreases. The relationship is
reflected in the conclusion; as the number of hours spends in work increases
or exceed on 15 hours, the grade point average of the students decreases,
which means that more working hours result to a higher possibility that the
student employment would negatively affect or drop the GPA of the students,
while lesser hours spend in work results to a lower possibility that the student
employment would affect the students’ academic performance. In Dundes’
study and study of Kosi, Nastav, Šustersic (2013), both of the study conclde
that working hours had an insignificant effect does not affect students’
academic performance as long as the students’ working hours does not
exceed 15 hours.
Related Literature
A. Students’ School Performance
Students’ school performance were the things that the students done
or comply inside the school. These were the things and activities that were
graded by the teacher for the completion and application of the lessons. Also,
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school performance or academic performance refers to the responsibilities
that the students were obligated to do inside school premises. In this study,
Students grade point average (GPA) and attendance were considered as
school performance, which may be affected by the time spent at work.
Students’ School Grade Point Average
Grade point average or GPA refers to the average score of a student in
all subjects that he or she took in a one semester or one whole academic
year. According to the article by Emma (2017), findings indicated that the time
spent in work that was more than 15 hours began to see adverse academic
effects. The author cited from Jerald Bachman, that the effects to the students
was not mere poor grades, but also vices such as drinking alcohol, smoking
and taking drugs. While in another study, the Asian-American students who
were engaged in student employment had a dropped in their GPAs as the
number of hours they worked to increase. In this article, it was shown that
excessive working hours could lead to a great negative effect on the students’
academic performance. Also, it was shown that not only the academic
performance could be affected, but it could also be the behavior or the habit of
the students.
Students’ School Attendance

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Completing the attendance in school is one of the responsibilities of the
students. Students are encouraged to complete the school year calendar
attendance to not miss any activities and lessons they need to do and learn.
Making the school as your priority means you come to school on time and
does not miss any class and with this you are developing a good habit,
enhancing your time management skills at the same time the chances of
getting a higher grade is increasing. Part-time job of working students often
affect students’ attendance. According to the article by Emma (2017), high
school students who are overworked often come to school tired, miss out on
after-school help sessions and forgo extracurricular activities. Also, she said
that some psychologist believes that students may suffer more than just
missing a class or having a couple of bad grades. Based on the article, part-
time job negatively affects students’ attendance. The more time the students
spent in working, the lesser they can focus on school, feel good to attend
school, after-school, and extracurricular activities, and students may suffer
from mental health.
B. Part-time Job
Most students who were engaged in part-time came from a lower
educational background and had a work experience rather than a student
whose parents attained a higher educational degree. Those who have a low
income, mostly engaged in working full time, but an excessive work load can
have an effect not only on the students’ academic performance but also
psychologically and physically (Dwyer, et.al, 2016). Combining work and
study can also have a negative effect on the students’ mental health such as
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stress and fatigue, leading to worsening performance in class. Engaging with
a part-time job affects the academic performance to the point that the
students have a time pressure on doing school works.
Synthesis
The information that the researchers provided, stated that most of the
students spend their time at work rather that studying. When the students
spend most of their time at work or when they exceed 20 hours, they were
expected to experience negative effect of having a part-time job. The students
may experience drastic dropped in their grade, tiredness, change in behavior,
affect their mental and physical health. On the other hand, students who
spend their time at work for less than 20 hours expected to be not so much
affected or possibly not affected at all or it could also be possible that they
may gain additional working experience and skills from their work.
With all of the related studies and literature, it tells us that having a
part-time job has an insignificant effect on the whole students’ academic
performance. It would only have a great effect or negative effect of the
students’ academic performance if and only if the students’ exceed the
threshold level or exceed 15-20 working hours.
Theoretical Framework
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The Correlational Study of

Part-Time Job and
Academic Performance of
Primary A Theory
Human the Selected Grade 12
Orientati of
Capital Senior High School
on Allocation
Theory Students in Technological
Theory of Time
Institute of the Philippines,
Quezon City S.Y. 2018-
2019
Figure 1: Theoretical Framework of the Study
The Primary Orientation Theory, Human Capital Theory, and A Theory
of Allocation of Time are the three theories that are connected to the study as
its topic is mainly about work and studies which focus and support each
statement of the problem of the study.
Primary Orientation Theory
In the study of Baert, Marx, Neyt, Belle, and Casteren (2017), they
cited Warren’s Primary Orientation Theory from 2002. The researchers
explained the theory as the theory that is driven by socio-psychological factors
which argues that student employment is harmful for the students who are
work-oriented rather than those students who are school-oriented. This theory
means that the output of a person depends on his primary orientation, thus,
students having a job negatively affect the students’ academic performance
because of the student employment (work-oriented) and also disengagement
from the school.

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This theory supports the first statement of the problem which is about
the impacts of part-time job on students’ academic performance which proves
that there is really a difference between a student focused in school and a
student focused both on school and work. The theory proposed that student
employment negatively affects the academic performance of the students who
were work-oriented rather than those school-oriented, which is aligned with
the results of the former studies stated in the literature review which was as
the students spent more time with their work could experience a negative
effect on their academic performance and it might even affect the students’
behavior and habits.
Human Capital Theory
In the study of Neyt, Omey, Verhaest, and Baert (2017), they stated
Becker’s Human Capital Theory (1964) in their theoretical mechanisms. The
researchers defined the theory in their study as “Student employment can be
a complement to education due to the additional skills and knowledge
obtained while working”. Also the researchers cited reasons, from other
researchers, on why the student work lead to an increase in human capital
and these are: first, student employment means gaining skills and knowledge,
such as work values, communication skills, and time management; second,
student employment means application of the learning in schools into real life;
lastly, student employment may increase future-orientedness that will
motivate the students to work harder to achieve anything that they want.
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This theory supports a possible outcome of student employment which
is aligned to the impact of strand-related jobs to the students’ academic
performance. It is related because the theory is about student employment
that could possibly affect the school performance positively that would lead in
gaining of knowledge and enhancement of skills.
A Theory of Allocation of Time
In the study of Neyt, Omey, Verhaest, and Baert (2017), they also
include Becker’s A Theory of the allocation of time (1965) in their theoretical
mechanisms. The time spent at work declined secularly, partly because young
people increasingly delayed entering the labor market by lengthening their
period of schooling. In recent years, many economists have stressed that the
time of students is one of the inputs into the educational process, which this
time could be used to participate more fully in the labor market and therefore
that one of the costs of education is the forgone earnings of students. It is
argued that student employment strongly constrains students’ use of time:
time spent working crowds out time spent on activities that enhance academic
performance (e.g. studying, doing homework, and attending classes; Bozick,
2007; Kalenkoski & Pabilonia, 2009; 2012).
This theory supports the second statement of the problem which is the
relationship of the number of working hours and the grade point average
(GPA) of the students. It is related because the theory argue about the time
that the students spend on working and studying, so as the study as it deals in
identifying the relationship of time spent in work and GPA of students in

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school to know if part-time job will bring harm to the grades of the student or
there is no effect.
Conceptual Framework
INPUT PROCESS OUTPUT
To determine if Make The Correlational Study

having a part-time questionnaire of Part-Time Job and
job affects the Academic Performance
students’ school of the Selected Grade
attendance. Conduct a 12 Senior High School
pre-survey Students in
Technological Institute
To determine if
there is significant of the Philippines,
relationship Conduct a Quezon City S.Y. 2018
between the time survey -2018
spent in working
and the academic Recommendations to
performance of the Analyze the improve/enhance the
Grade 12 Senior results Correlational Study of
High School Part-Time Job and
Students. Academic Performance
FEEDBACK
The input table shows the objective of the study where, according to
Nasir (2016), working as a2:part-time

Figure while
Conceptual studying has become a necessity
Framework
for many students. It is for the sake of daily expenses. This covers the paying
tuition or miscellaneous academic fees or even just for extra allowances. The
issue had become more apparent in our society and it has also become a
students’ dilemma for many. On the other hand, she also said that the good
thing about working part-time while studying is the fact that people will get not
just money, but also it gives high opportunities which they can attain with first-
hand experiences in the marketplace that can help them prepare in the future.
If they would be able to find a better job, it is the start of a good career. On the
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other hand, one of the downsides of working part-time is that it consumes
time. Though it isn’t as time consuming as compared to a full-time job, it still
does take up time. As a student, time is one of the greatest assets, especially
when the course gets tougher – more time is needed for research and
revision. Meanwhile, it is hard when it needs to change the shift just to meet
the deadlines of the assignments.
Part time employment can affect the academic performance of the
students either in a good and bad way. According to The Impact of Part Time
work towards Academic Performance (2013), part-time work can have a
positive impact on the students especially if the work is course-related.
Students can have a glimpse of their future job and determine whether they
actually like that particular career path. Also, part-time jobs can help students
improve time management skills and become more efficient. Parents and
educators are in favor of employment amongst students because they believe
that employment 'builds character' (Greenberger and Steinberg, 1986). Dwyer
et al. (2001) argue that combining work and study promotes a 'pragmatic
perspective on education' On the other hand, an excessive workload can have
a detrimental effect not only on the students' academic performance but also
psychologically and physically. Combining work and study can also have a
negative effect on the students' mental health such as stress and fatigue,
leading to worsening performance in class. Rolfe (2002) reports that UK
students believe that the excessive and unsocial hours of part-time work
sometimes lead to tiredness and depression. Student employment has been
treated as a homogeneous category in studying the effects of doing part‐time
jobs on student academic performance or social life. In the present study,

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using data collected from a well‐known public university in Macau, they treat a
student employed as a heterogeneous experience and compare the relative
importance of various characteristics of student employment in predicting
student academic performance and social life. They find that doing part‐time
jobs exerts no effect on student academic performance when it is treated as a
homogeneous category. When treated as a heterogeneous experience, they
find that incentive to work have most effect on student academic performance,
followed by whether the jobs provide opportunities for students to develop
skills and whether the jobs are related to their fields of study. Inconsistent with
most previous studies, they find that doing part‐time jobs actually enriches
students' school life and increases their social support network as well. They
do find that taking part‐time jobs damages student' relationships with their
parents (Kong, et. Al., 2010). On the other hand, process table show making
of questionnaire, conducting a pre-survey, conducting a survey and the
analyzation of results . Lastly, the output table where it would be the result of
the study and it would also show the recommendation.
Hypotheses
1. Ho: Having a part-time job does not affect the students’ attendance.
Ha: Having a part-time job affects the students’ attendance.
2. Ho: There is no significant relationship between the time spent in
working and the academic performance of the Grade 12 Senior High
School Students.
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Ha: There is a significant relationship between the time spent in
School Students.
Definition of Terms
 Academic Performance – It is the summary of the students’
performance in school that refers to the Grade Point Average (GPA) or
the general average of the students’ final grade for different subjects. It
is also the accomplishments of the students in a different task, such as
attendance, exams and quizzes, and projects given by the teachers.
 Attendance – It refers to the number of days in a week that the
students are present in their class without being late and missed some
classes.
 Grade point average or GPA - refers to the average score of a
student in all subjects that he or she took in a one semester or one
whole academic year.
 Non-working Students - A person or group who are enrolled in
Technological Institute of the Philippines, Quezon City that are focused
on their studies and do not have work yet.
 Part-time job – It is a type of job wherein the employees only work for
less than 35 hours in a week.
 Working hours – It refers to the number of hours that students spent
on their job per week.

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 Working Students – A person or group who are enrolled in
Technological Institute of the Philippines, Quezon City that are studying
and working in a part-time job at the same time.
Chapter 3
METHODOLOGY
This chapter presents a description of the research method to be used,
description of the respondents, the instrument to be used, the procedures,
and statistical treatment utilized in analyzing the data that were gathered.
Research Design
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In this research, quantitative correlational design method would test the
relationship of part-time job and academic performance of the selected Grade
12 Senior High School students at Technological Institute of the Philippines,
Quezon City since this type of research design is a type of non-experimental
research method, in which a researcher measures two variables.
This research employs the used of survey questionnaire as the
research instrument to gather data and information from the respondents. The
survey questions were in the form of close ended questions appropriate in this
study to helped the researchers to come up with the answers for the major
findings.
Research Locale
The study was conducted in the Technological Institute of the
Philippines located at 938 Aurora Boulevard, Cubao, Quezon City. The
researchers choose the place of implementation because it would give the
researchers the needed information for the study. The study was conducted in
the first semester of the academic year 2017-2018.
Research Instrument
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The instrument that was used in this study is a survey questionnaire
that would gather information from the selected Grade 12 Senior High School
students at Technological Institute of the Philippines, Quezon City. The survey
questions were in the form of close ended questions that would provide the
needed data and information about the topic and research problems. The
survey was conducted in the vicinity of Technological Institute of the
Philippines, Quezon City.
The survey questionnaire was composed of four (4) parts. The first part
is demographic profile that would determine the profile of the selected
respondents of this study. The second part is about students’ attendance. The
third part is about the time spent in working, and the last part is about the
students’ academic performance. The second part and the third part of the
questionnaire were used to determine the impact of part-time job to the
attendance of the students. The fourth part and the third part of the
questionnaire were used to determine the relationship of the time spent in
working and the academic performance of the students.
The researchers had to have a basis in using Pearson product moment
coefficient of correlation to interpret the impact of part-time job to the students’
attendance and the relationship of time spent in working and academic
performance of Grade 12 Senior High School Students. Below is the table of
correlation scale that shows the positive and negative value of r and its
corresponding interpretation.
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Value of r Interpretation
± 1.00 Perfect Correlation Table
± 0.75 to < ± 1 Very High Correlation
± 0.50 to < ± 0.75 Moderately High Correlation 1.
± 0.25 to < ± 0.50 Moderately Low Correlation
< 0 to < ± 0.25 Very Low Correlation Correlation
0 No Correlation
Scale
Data Gathering Procedure

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Figure 3. Class Shift Percentage of the respondents
Figure 4. Data Gathering Procedure
Statistical Treatment
The researchers would employ the following statistical method in order
to interpret the result of data gathered from the respondents.
1. To answer Research question 1, the researchers used Pearson
Product Moment Coefficient of Correlation and Test of Significance of r

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to interpret the impact of having a part-time job to the attendance of the
Grade 12 Senior High School part-time working students.
Using the Formula:
Pearson Product Moment Coefficient of Correlation
N ∑ XY −( ∑ X )( ∑ Y )
r=
√ [ N ∑ X −(∑ X ) ][ N ∑ Y −(∑ Y ) ]
2 2 2 2
where:
r = coefficient of correlation
X = independent variable
Y = dependent variable
N = number of XY pairs
The attendance of each student and their number of working
hours would be tested for significance. Pearson product moment
coefficient of correlation was used to determine the strength of the
relationship between the two variables. The number of working hours
of the respondents’ served as the independent variables, while the
attendance of the students served as the dependent variable. The
computed correlation coefficient would be interpreted using the
correlation scale.
Test of Significance of r
This statistical tool would be used to test and determine the null
hypothesis whether it is to be accepted or rejected.

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where:
t = value for test of significance of r
n = sample size
r = coefficient of correlation
2
r = coefficient of determination
2. To answer Research question 2, the researchers also used Pearson
Product Moment Coefficient of Correlation and Test of Significance of r
to interpret the relationship of time spent in working and academic
performance of the Grade 12 Senior High School part-time working
students.
The grade point average (GPA) of each student and their
number of working hours would be tested for significance. The number
of working hours of the respondents’ served as the independent
variables, while the grade point average (GPA) of the students served
as the dependent variable. The computed correlation coefficient would
be interpreted using the correlation scale.
All the statistical tools that were used for the analysis and interpretation
of data can be seen in Appendix.

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Chapter 4
PRESENTATION AND ANALYSIS OF DATA
This chapter discusses the presentation, analysis and interpretation of
data that were gathered by the researchers. The data gathered were
summarized in tables. The results of the computations on these data were
used as tools for the interpretations of data.

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Statement of the Problem 1: How does having a part-time job affects the
students’ attendance?
Ho: Having a part-time job does not affect the students’ attendance.
Ha: Having a part-time job affects the students’ attendance.
Statement of the Problem 1 aimed to determine if students having a
part-time job affects their attendance in school. To test the null hypothesis, the
researchers used the Pearson Product Moment Coefficient of Correlation. The
computed correlation coefficient would determine the magnitude or degree of
relationship of the two variables using the coefficient scale.
The obtained correlation coefficient between time spent in working and
students’ attendance can be seen in Table 2 with its interpretation.
Table 2: Computed Correlation Coefficient and its Interpretation of the
time spent in working and the students’ attendance
Correlation Coefficient Interpretation
-0.0007 very low negative correlation
Table 3: Computed t for the Significance of Relationship between the
time spent in working and the students’ attendance
Test Statistic Df Level of Critical Decision

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Significance Value
0.05
-0.0443 40 1.96 Accept Ho
Two-Tailed
The correlation coefficient suggests that the relationship between the
time spent in working and the students’ attendance is negative. However,
since the computed correlation coefficient of -0.0007 is very small. This
negative relationship is insignificant since there is sufficient evidence to
accept the null hypothesis. Therefore, having a part-time job does not affect
students’ academic performance.
The result of this study is similar to the study of Oettinger (1999),
Rothstein (2007), Weiland (2010), and Monahan, Lee, and Steinberg (2011),
as their study came up with the conclusion that part-time job has a negative
effect on students’ attendance once the students exceed 15-20 working
hours.
Based on the findings, it could say that as students’ time in working
increases, the allotted time for school’s academics and attendance
decreases. However, even this study also concludes a negative relationship
between part-time job and students’ attendance, it became insignificant since
the correlation coefficient is very small that yields to very low negative
correlation which is also aligned to the related studies cited that if the students
does not exceed 15 hours of working hours, the students' attendance may
possibly not affect or it may limit the negative effect to happen. Also, this
finding can be supported by the past researches as it claims that working

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hours has only a very limited effect on the ability of students to attend school
regularly and to arrive at school on time.
Statement of the Problem 2: Is there a significant relationship between the
time spent in working and the academic performance of the Grade 12 Senior
High School Students?
Ho: There is no significant relationship between the time spent in
School Students.
Ha: There is a significant relationship between the time spent in
School Students.
Statement of the Problem 2 aimed to determine if there a significant
relationship between the time spent in working and the academic performance
of the Grade 12 Senior High School Students. To test the null hypothesis, the
researchers used the Pearson Product Moment Coefficient of Correlation. The
computed correlation coefficient would determine the magnitude or degree of
relationship of the two variables using the coefficient scale.
The obtained correlation coefficient between the time spent in working
and the academic performance of the Grade 12 Senior High School Students
can be seen in Table 5 with its interpretation.

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Table 4: Computed Correlation Coefficient and its Interpretation of the
time spent in working and the academic performance of the Grade 12
Senior High School Students
Correlation Coefficient Interpretation
-0.0003 very low negative correlation
Table 5: Computed t for the Significance of Relationship between the
time spent in working and the academic performance of the Grade 12
Senior High School Students
Level of Critical
Test Statistic Df Decision
Significance Value
0.05
-0.0190 40 1.96 Accept Ho
Two-Tailed
The correlation coefficient suggests that the relationship between the
time spent in working and the students’ academic performance is negative.
However, since the computed correlation coefficient of -0.0003 is very small.
This negative relationship is insignificant since there is sufficient evidence to
accept the null hypothesis. Therefore, there is no significant relationship
between the time spent in working and the academic performance of the
Grade 12 Senior High School Students.
The result of the study is similar to all the studies cited in review of
related literature as those studies conclude that time spent in working has a
negative effect on students’ academic performance if the students exceed 15
– 20 hours. Specifically, the finding is more related to the study of the study of
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Kosi, Nastav, Šustersic (2013) as they said that student employment has a
negative impact on students’ academic performance and the impact will only
occur when the working hours exceed some threshold level. They also
conclude that, “the effect, although statistically significant, appears to be
quantitatively relatively unimportant. Such weak impact is consistent with our
finding that the workload of a representative student (8 hours per week) is well
below the threshold” (p. 268).
In this study, the results show that part-time job and students’
academic performance have very low negative correlation which became
insignificant to accept the hypothesis that there is no significant relationship
between time spent in working and academic performance of Grade 12 Senior
High School Students.
Chapter 5
SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATION
This chapter presents the summary of the findings, conclusion and the
corresponding recommendation for the future researchers.

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Summary of Findings
The purpose of this study was to determine the relationship between
Part-Time Job and Academic Performance of the selected grade 12 students.
The researchers used quantitative correlational design method. Survey
questionnaires were used as an instrument to gather data for the study. The
survey questionnaire is composed of four (4) parts. The first part is
demographic profile that will determine the profile of the selected respondents
of this study. The second part is about students’ attendance. The third part is
about the time spent in working, and the last part is about the students’
academic performance. The sampling method used is Pearson product
moment coefficient of correlation to interpret the impact of part-time job to the
students’ attendance, and the relationship of time spent in working and
academic performance. The study was conducted at Technological Institute of
the Philippines, Quezon City during the school year 2018-2019.
This chapter, sought to answer the following question:
1. How does having a part-time job affects the students’ attendance?
Having a part-time job does not affect the students’ attendance.
Therefore, students can still attend their class on time.
2. Is there a significant relationship between the time spent in working
and the academic performance of the Grade 12 Senior High School
Students?
There is no significant relationship between the time spent in working
and academic performance of the grade 12 Senior High School
students. Therefore, students can still manage their time and cope up
with academic performances despite having a part-time job.

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Conclusion
The researchers found out that there is no significant relationship
between part-time job and academic performance of Grade 12 Senior High
School students in Technological Institute of the Philippines, Quezon City S.Y
2018-2019 as part-time job does not affect the students’ attendance and
academic performance or grade point average (GPA) of the students.
Recommendation
The findings of this research study, which were focused on the
relationship of part-time job and academic performance, wanted to
recommend the following individuals in the course of action they needed to do
to have a solution to the existing problem.
1. Employers or Company
The researchers recommended the employers or company to assigned
a working hours lower than 15 hours to the students as it is expected that if
working hours do not exceed 15 hours, the working students will not
experience negative effect on their school performance.
2. Educators
This research suggested that the teachers should be considerate and
at the same time help the students to adjust and cope up with their lessons.
3. Students
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This research study recommended that the students should practice
time management. Also, if there is not enough reason, the students should
not be engage with student employment to lessen the factors that will affect
their academic performance.
4. Parents
This research recommended that they should help their child to adjust
and cope up with their lessons while ensuring that they also do good on their
work. Also parents should help their students in providing their child a good
education so that the students will not have reason to engaged in student
employment.
Also, this study opened areas that needed further studies and
development which might add up information to the existing body of
knowledge related to this field. The researchers wanted to recommend the
future researchers, who would like to conduct the similar research, the
following:
 have a large scale of population to encounter a variety of participants
or sample
 determine the overall relationship of having a part-time job to the
academic performance.
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References
Web Sources
Baert, S., Marx, I., Neyt, B., Van Belle, E., & Van Casteren, J. (2017,
June 21). Student employment and academic performance: An
empirical exploration of the primary orientation theory. Applied
Economics Letters. DOI: 10.1080/13504851.2017.1343443.

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Beffy, M., Fougère, D., & Maurel, A. (2010, July). The Effect of Part-
Time Work on Post-Secondary Educational Attainment: New
Evidence from French Data. Retrieved from
http://ftp.iza.org/dp5069.pdf
Bell, M. J. (2018, June 25). Define Academic Performance. Retrieved
from https://classroom.synonym.com/define-academic-
performance-4740750.html
Effects of Employment on Student Academic Success. (2016,
December). Retrieved from
https://www.byu.edu/hr/sites/default/files/effects_of_student_em
ployment.pdf
Emma, L. (2017, November 21). Does After-School Work Affect School
Performance? Retrieved from
https://education.seattlepi.com/afterschool-work-affect-school-
performance-1747.html
Estimated Number of Working Children 5 to 17 Years Old Who Worked
During The Past Week Was 3.3 Million. (2011). Retrieved from
https://psa.gov.ph/content/estimated-number-working-children-
5-17-years-old-who-worked-during-past-week-was-33-million
Gil, N. (2014, August 11). One in seven students work full-time while
they study. Retrieved from

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https://www.theguardian.com/education/2014/aug/11/students-
work-part-time-employability
Insurance, E. (2015, August 10). 77% of students now work to fund
studies. Retrieved from https://www.endsleigh.co.uk/press-
releases/10-august-2015/
Kosi, T., Nastav, B., & Sustersic, J. (2013). Does Student Employment
Deteriorate Academic Performance? The Case of Slovenia.
Izvorni znanstveni rad. DOI:10.3935/rsp.v20i3.1129
Monahan, K. C., Lee, J.M., & Steinberg, L. Revisiting the Impact of
Part-Time Work on Adolescent Adjustment: Distinguishing
Between Selection and Socialization Using Propensity Score
Matching. Child Development, 2011; 82 (1): 96 DOI:
10.1111/j.1467-8624.2010.01543.x
Neyt, B., Omey, E., Verhaest, D., & Baert, S. (2017, September). Does
Student Work Really Affect Educational Outcomes? A Review of
the Literature. Retrieved from http://ftp.iza.org/dp11023.pdf
Tessema, M.T., Ready, K.J., & Astani, M. (2014, March 1). Does Part-
Time Job Affect College Students’ Satisfaction and Academic
Performance (GPA)? The Case of a Mid-Sized Public University.
International Journal of Business Administration, 5(2), 50-59.
10.5430/ijba.v5n2p50
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P a g e | 42
The Impact of Part Time work towards Academic Performance. (2016,
December 5). Retrieved from
https://www.ukessays.com/essays/education/part-time-work-
towards-academic-performance-education-essay.php?vref=1
Webster, S. (2016, October 26). What Does Regular Student
Employment Mean? Retrieved from
https://smallbusiness.chron.com/regular-student-employment-
mean-17850.html
Weiland, D.C. (2010, May). The Effects of Part Time Employment on
High School Seniors' Career Choice. Retrieved from
http://citeseerx.ist.psu.edu/viewdoc/download?
doi=10.1.1.389.7091&rep=rep1&type=pdf
Who is a part-time employee. (2015, May 26). Retrieved from
http://www.mom.gov.sg/employment-practices/part-time-
employment/who-is-a-part-time-worker
Appendix A
RESEARCH INSTRUMENT
Survey Questionnaire:
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Instruction: This questionnaire is designed to gather information regarding
the profile, attendance, time spent in working, and academic performance of
the part-time working students. Please provide your own answer to the
following questions below and for other questions please (✓) check the box of
your chosen answer.
I. Respondent's Profile:
Name (optional):
Strand & Section:
Do you have a part-time job? Yes No
II. Student's Attendance:
How many days in a week do you attend your class WITHOUT being late?
______
III. Time Spent in Working:
How many working hours you have in a WEEK? ______
IV. Student's Academic Performance:
What is your average grade for the 1st Grading of 1st Semester? ______
Appendix B
VALIDATION LETTER OF RESEARCH INSTRUMENT

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14 October 2018
MR. ANTONIO J. SALIDO

Research Teacher
Technological Institute of the Philippines – Quezon City
Dear Sir:
Greetings!
We, the researchers from SH12ABM A1 of Technological Institute of the Philippines -
Quezon City is undertaking a research entitled, The Correlational Study of Part-
Time Job and Academic Performance of the Selected Grade 12 Senior High
School Students in Technological Institute of the Philippines, Quezon City S.Y.
2018-2019.
With your expertise, we are humbly asking your permission to validate the attached
self-made research instrument, for the study using the attached questionnaire.
We are looking forward that our request would merit your positive response.
Thank you and more power!
Respectfully yours,

Casiple, Honeylen
Liwanag, Angel
Mendoza, Ana Marie
Researchers
Appendix C
LETTER OF CONSENT ADDRESSED TO THE PRINCIPAL

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14 October 2018
BRENDA B. CORPUZ, PH.D.

Principal
Senior High School Department
Technological Institute of the Philippines
Dear Dr. Corpuz:
May we have the honor to ask permission to conduct our study entitled, The
Correlational Study of Part-Time Job and Academic Performance of the
Selected Grade 12 Senior High School Students in Technological Institute of
the Philippines, Quezon City S.Y. 2018-2019. This is in partial fulfillment of the
course requirement in Practical Research 2 (RES 002).
The undersigned will utilize questionnaires and document reviews as instrument in

collecting essential data for the study.
The senior high school students and other individuals such as college students,
professionals and experts are the respondents for this research. All responses will be
treated with utmost confidentiality.
Hoping for your favorable approval in this regard.
Thank you very much.
Respectfully yours,

Casiple, Honeylen
Liwanag, Angel
Mendoza, Ana Marie
Researchers
Noted by:
Mr. Antonio J. Salido

RES 002 Teacher
Appendix D
LETTER OF CONSENT ADDRESSED TO THE RESPONDENT

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14 October 2018
Dear Respondents:
The undersigned is currently conducting a study entitled, The Correlational Study

of Part-Time Job and Academic Performance of the Selected Grade 12 Senior
High School Students in Technological Institute of the Philippines, Quezon City
S.Y. 2018-2019. This is in partial fulfillment of the course requirements in Practical
Research 2 (RES 002).
We wish to solicit your valuable assistance on the identified aspects of the subject to
provide them with the needed data.
You are assured that every response made will be treated with utmost confidentiality
and will only be used for the study.
Respectfully yours,

Casiple, Honeylen
Liwanag, Angel
Mendoza, Ana Marie
Researchers
Noted by:
Mr. Antonio J. Salido

RES 001 Teacher
Appendix E
TALLY SHEET
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Question #1: Do you have a part-time job?
In pre-survey conducted by the researchers there are 46 both a.m. and
p.m. Grade 12 Senior High School Students in Technological Institute of the
Philippines, Quezon City who has a part-time job. Using Slovin’s formula, the
researchers got 42 respondents out of the population of 46.
Table 6: Part-Time Job and Student’s School Attendance
whereas:
x = number of working hours students have in a week.
y = number of days in a week does students attend their class
WITHOUT being late
X y x2 y2 xy
6 5 36 25 30
6 2 36 4 12
9 5 81 25 45
9 3 81 9 27
12 2 144 4 24
12 2 144 4 24
12 4 144 16 48
12 0 144 0 0
12 0 144 0 0
12 0 144 0 0
12 8 144 64 96
14 5 196 25 70
14 5 196 25 70
15 5 225 25 75
15 0 225 0 0
15 7 225 49 105
15 3 225 9 45
20 5 400 25 100
20 4 400 16 80
20 1 400 1 20
20 5 400 25 100
20 4 400 16 80
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24 3 576 9 72
24 7 576 49 168
24 5 576 25 120
25 5 625 25 125
28 0 784 0 0
30 3 900 9 90
30 5 900 25 150
30 3 900 9 90
30 5 900 25 150
36 0 1296 0 0
40 0 1600 0 0
42 2 1764 4 84
48 2 2304 4 96
48 3 2304 9 144
48 3 2304 9 144
48 5 2304 25 240
49 5 2401 25 245
56 0 3136 0 0
56 1 3136 1 56
84 7 7056 49 588
1102 139 40876 669 3613
Table 7: Part-Time Job and Student’s Academic Performance
whereas:
x = number of working hours students have in a week.
y = the average grade of the students for the 1st Grading of 1st
Semester
2 2
x y x y Xy
6 89 36 7921 534
6 88 36 7744 528
9 80 81 6400 720
9 85 81 7225 765
12 88 144 7744 1056
12 84 144 7056 1008
12 86 144 7396 1032
12 83 144 6889 996
12 85 144 7225 1020
12 89 144 7921 1068
12 85 144 7225 1020
14 84 196 7056 1176
14 85 196 7225 1190
15 76 225 5776 1140
S.Y. 2018-2019
P a g e | 49
15 75 225 5625 1125
15 89 225 7921 1335
15 80 225 6400 1200
20 88 400 7744 1760
20 85 400 7225 1700
20 90 400 8100 1800
20 83 400 6889 1660
20 81 400 6561 1620
24 76 576 5776 1824
24 87 576 7569 2088
24 85 576 7225 2040
25 82 625 6724 2050
28 83 784 6889 2324
30 80 900 6400 2400
30 90 900 8100 2700
30 88 900 7744 2640
30 87 900 7569 2610
36 76 1296 5776 2736
40 84 1600 7056 3360
42 84 1764 7056 3528
48 86 2304 7396 4128
48 75 2304 5625 3600
48 89 2304 7921 4272
48 87 2304 7569 4176
49 81 2401 6561 3969
56 82 3136 6724 4592
56 85 3136 7225 4760
84 86 7056 7396 7224
1102 3531 40876 297569 92474
Appendix E
S.Y. 2018-2019
P a g e | 50
CURRICULUM
VITAE
Suzzane Audrey A. Alvarez

21 Road 5, Project 6, Quezon City
S.Y. 2018-2019
P a g e | 51
Contact No.: 09568579415
E-mail: suzzaneaudreyalvarez@gmail.com
PERSONAL PARTICULARS:
Date of Birth: April 11, 2001
Nationality: Filipino
Religion: Roman Catholic
EDUCATIONAL ATTAINMENT:
Secondary Education
Senior High School: Technological Institute of the Philippines
Strand: Accountancy, Business and
Management (ABM) 2017 – 2019
Junior High School: Ernesto Rondon High School
2013 – 2017
Primary Education
Elementary: Bagong Pag asa Elementary School
2007 – 2013
PERSONAL QUALITIES:
Fluent in both Filipino and English
Computer Literate
Veronica A. Bartolabac
Block 6 Lot 14 Pook Pag-Asa Batasan Hills,
S.Y. 2018-2019
P a g e | 52
Quezon City
Contact No.: 09085494534
E-mail: bartolabacveronica@gmail.com
Date of Birth: January 12, 2001
Religion: Catholic
Secondary Education
Junior High School: Justice Cecilia Muñoz Palma High
School
2013 – 2017
Primary Education
Elementary: St. Anthony Learning Institute of Q.C,
Inc.
2007 – 2013
PERSONAL QUALITIES:
Bilingual Speaker (English & Filipino)
Proficient in MS Word, Excel and PowerPoint
Honeylen L. Casiple
S.Y. 2018-2019
P a g e | 53
#21 Brgy. Bahay Toro Project 8, Quezon City
Contact No.: 09218660265
E-mail: honeycasiple025@gmail.com
Date of Birth: October 18, 2000
Secondary Education
Junior High School: Ramon Magsaysay (Cubao) High School
2013 – 2017
Primary Education
Elementary: Toro Hills Elementary School
2007 – 2013
PERSONAL QUALITIES:
Excellent in Communication Skills
Knowledgeable in all Microsoft Office applications
Angel P. Liwanag
S.Y. 2018-2019
P a g e | 54
Block 14 Lot 7 Quedan St., Sugartowne
Homes, Batasan Hills, Quezon City
Contact No.: 09176321218
E-mail: heynjull@gmail.com
Date of Birth: December 18, 2001
Secondary Education
Junior High School: Fairhope Academy, Inc
2013 – 2017
Primary Education
Elementary: Batasan Hills Elementary School / Pres.
Corazon C. Aquino Elementary School
2007 – 2013
PERSONAL QUALITIES:
Bilingual Speaker
Computer Literate
Marielle Mc Laine Matias

S.Y. 2018-2019
P a g e | 55
11 3rd Planas St., Cubao, Quezon City
Contact No.: 09667256133
E-mail: matias.marielle000@gmail.com
Date of Birth: October 2, 2000
Secondary Education
Junior High School: Ponciano Bernardo High School
2013 – 2017
Primary Education
Elementary: Ponciano Bernardo Elementary School
2007 – 2013
PERSONAL QUALITIES:
Bilingual Speaker
Excellent in Communication Skills
Ana Marie P. Mendoza

Batasan Hills,Quezon City
S.Y. 2018-2019
P a g e | 56
Contact No.: 09206547692
E-mail: marieanapillarina@gmail.com
Date of Birth: September 30, 2000
Secondary Education
Junior High School: Putiod-San Jose High School
2013 – 2017
Primary Education
Elementary: San Vicente Elementary School
2007 – 2013
PERSONAL QUALITIES:
Bilingual Speaker (English & Filipino)
Computer Literate

Group 9: Practical Research 2

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Technological Institute of the Philippines Quezon City

938 Aurora Boulevard, Cubao, Quezon City

Senior High School Department

October 17, 2018

In the accomplishment of this project, we, the researchers, cannot

accomplishment of this research project.

We, the researchers are sending our heartfelt gratitude...

To Mr. Emmanuel De Guzman, our research adviser, who give his

support, guidance and insight throughout this paper.

researchers by being a panelist to critique this research paper.

courage throughout to finish this project.

Engaging in student employment is a common phenomenon happening in

the Philippines therefore, the researchers decided to determine if having a

Senior High School students in Technological Institute of the Philippines,

Quezon City. S.Y. 2018-2019.

relationship of part-time job and academic performance of the selected Grade

attendance and second, there is no significant relationship between the time

spent in working and academic performance of the grade 12 Senior High

does not have significant relationship.

knowledge about the correlational of part-time job and academic performance

will be benefited by this study: employers or company, educators, students,

CHAPTER 1 INTRODUCTION Page

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

Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . 4

Scope and Delimitation of the Study . . . . . . . . . . . . . . . . . . . . . .. . .. .4

Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

CHAPTER 2 REVIEW OF RELATED LITERATURE

Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18

Definition of Terms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..21

Research Instrument . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . . . . . . 24

Data Collection Procedure . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . .. 25

Statistical Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..27

CHAPTER 4 PRESENTATION AND ANALYSIS OF DATA

Summary of Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .35

Table 1 – Correlation Scale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..25

Table 2 – Computed Correlation Coefficient and its Interpretation of the time

spent in working and the students’ attendance. . . . . . . . . . . . . . . . . . ..31

Table 3 – Computed t for the Significance of Relationship between the time

spent in working and the students’ attendance. . . . . . . . . . . . . . . . . . ..31

Table 4 – Computed Correlation Coefficient and its Interpretation of the time

School Students. . . . . . . . . . . .. . . . . . .. . . . . . . . . . . . . . . . . . . . . . . ..33

School Students. . .. . . . . ... . . . . . . . .. . . . . . . . . . .. . . . . . . . . . . . . . ..33

Table 6 – Part-Time Job and Student’s School Attendance. . .. . . . . . . 46

Table 7 – Part-Time Job and Student’s Academic Performance. . . . . . 47

purpose of it to be addressed. This also presents the objectives, the

Background of the Study

Students had different dreams and different goals in life. As they

success. As hindrances challenge the students, it made them engaged in the

student employment, as a solution, which becomes a common phenomenon

happening in the Philippines.

According to Webster (2016), Student employment means being a full-

students were engaged in student employment to earn money for their

job rather than a full-time job.

Part-time job involved employees who are under a contract of service

to work less than 35 hours a week (“Who is a part-time employee”, 2015). It

the number of normal hours of work of a full-time worker which is 32 to 40

becomes an alternative way that the students used to continue their

country (“Estimated Number of Working Children”, 2011). Engaging in part-

conducted by Endsleigh Insurance (2015), there were eight out of ten

(approximately 77 percent) students working to fund their studies. There were

also students that were having part-time jobs to help in paying

accommodation, household utilities, food, as well as to earn extra cash for

socializing. Also, students engaged in a part-time job while studying because