A COMPARATIVE STUDY ON THE ACADEMIC PERFORMANCE OF PART-TIME

AND FULL-TIME STUDENTS IN FAR EASTERN UNIVERSITY - MANILA

I. Background of the Study

The COVID-19 pandemic has modified the direction of history. As a result of

how the virus is transmitted, it has impacted human ways of behaving, connections,

and ways of life, as well as significantly affecting the monetary, political, and social

scenes of countries everywhere (Simbulan, 2020). Different measures are being

adopted by various sectors to maintain its operations. However, the education sector

has been greatly impacted by the pandemic, as it is difficult to maintain social

distancing in educational institutions. Schools and universities around the world have

had to radically change the way they operate because of the ongoing pandemic. This

pandemic has given rise to the largest global disruption ever seen in the provision of

education of which 1.2 billion students worldwide have been affected, where 28

million students are from the Philippines (UNESCO, 2020). Both public and private

higher education institutions (HEIs) have needed to adjust to the “new normal” in

which face-to-face interaction and large gatherings are restricted. In reaction to these

circumstances, educational authorities chose to implement the new normal in

education. In the higher education sector, the Commission on Higher Education said

that HEIs should employ distant learning, e-learning, and other alternate modes of

delivery to students (CHED, 2020).

Students have several reasons to work during this pandemic. One of these is that

they wish to assist their parents financially to support their family's necessities such

as food, housing, clothes, and education (Berin, n.d.). As stated by Rappler (2020),

Some students work to bear the cost of online classes. Students in the Philippines are

struggling with this online set-up as the education system turns to distant learning.

While some students are privileged enough to have reliable internet connection and

devices, others are not so fortunate. Others desire to work because they are bored at

home and believe that working would allow them to entertain themselves. Somehow,

the others work for their personal interests (Berin, n.d.). According to GW Hatchet

(2020), students who worked during the pandemic needed to maintain their studies

and while doing their job. A few working students said that the pandemic had

elevated their pressure and obligations, pushing them to conform to the "new normal”

conditions with additional safety precautions. They stated that their increased

responsibilities made them demand assignment extensions from their professors to

have ample amount of time to accomplish their requirements or assessments around

their job shifts. Part-time students say the pandemic has tested their ability to juggle

education and professions. 

It must be perceived that the demands between full-time and part-time students

during a pandemic are greatly different.  The researchers pushed to conduct this study
 to know how full-time and part-time students differ in terms of their academic

performance.

II. Objective of the Study

The aims of this study are to (i) compare the academic performance of full-time

and part-time students, and (ii) if there is a difference in the academic performance of

the students when grouped according to their sex.

III. Statement of the Problem

1. Is there a significant difference between the academic performance of the part-time

and full-time students?

2. Is there a significant difference between the academic performance of the female

and male students?

IV. Hypothesis:

Ho: There is no significant difference between the academic performance of the part-

time and full-time students.

Ho: There is no significant difference between the academic performance when

grouped according to their sex.

V. Methodology

Respondents

- The participants in this research were male and female first-year to fourth-year college

students enrolled in any program at Far Eastern University, Manila Campus.

 Sampling Technique

- The sampling method used in this research study is convenience non-probability

sampling. Because it is a technique that relies on data collection from members of the

population who are readily available to participate in the study. Using this method,

researchers interpreted data from fifty (50) respondents in the simplest way possible.

Locale of the Study

- Due to the limitations of the COVID-19 pandemic, this research was carried out

practically, by social media platforms.

Research Instrument

- In this study, the researchers employed a survey using Microsoft form. For the variable

academic performance, the students were just asked to provide their general weighted

average for the First- semester. Furthermore, to collect the necessary data, respondents

were required to complete a survey indicating whether they are part-time or full-time

students.

VI. Statistical Treatment

The data was analyzed using the independent samples t-test.

VII. Results

Table 1

Significant difference between the academic performance of the part-time and full-time

students
 Student Course Mean t-statistic P-value Decision

Load

Part-time 5.54 1.19 .241 Accept Ho

Full-time 5.09

*significant at 0.05 level

Table 1 shows the difference in their academic performance. The data implies that there

is no statistical difference whether the student is a full-time or part-time (t = 1.19, p = .241).

The findings presented above indicate that the students' academic performance does not

depend on their course load. Regardless of their status, the students perform well in their studies.

It is not contradicted with the study conducted by Huntington-Klein & Gill (2020), which found

that course load has no negative effect on students' GPA. This finding is also inlined with the

study carried out by Kamp (2021) stating that working while studying does not worsen the

academic performance of students, as there is no difference found in study performance between

students who work and students who do not work.

Table 2

Significant difference between the academic performance of the male and female students

Sex Mean t-statistic P-value Decision

Male 5.73 -.88 .383 Accept Ho

 Female 5.39

*significant at 0.05 level

Table 2 illustrates the difference in their academic performance. The study shows

that there is no statistical difference in sex (t = -0.88, p =.383).

The data above inferred that regardless of being grouped according to their sex,

the students’ academic performance was not affected. Despite the existence of gender

stereotypes in the classroom and the teaching methods, there is no discernible difference

between the academic performance of the sexes. These findings are supported by Goni et

al. (2015), who discovered no significant gender differences in college students' academic

performance.

VIII. Conclusions

1. Despite the difficulties brought upon by the “new normal,” there remains no

significant difference between the academic performance of the regular and

working students. According to the study's findings, the student’s course load

does not affect the GPA of the regular or working students. This could be

explained by the fact that working students have plotted their working timetable

around their academic course class schedules, enabling them to have a relatively

stable academic performance in comparison to regular students. Hence, students’

course load does not affect their academic performance and general weighted

average regardless of whether they have an additional working load.

 2. The result signifies that the student’s gender does not affect their academic

performance. This is despite the existence of gender stereotypes prevalent in the

community and apparent teaching methods. This could be explained by the

existing pandemic condition. Since the students are still adjusting to the transition

from traditional to online classes - the “new normal,” the teachers have become

more considerate in terms of activities and flexible, time-wise. Hence, regardless

of their gender, students exhibit equivalent academic performance.

References

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