TABLE 1.

The perspective of the respondents on DAILY ROUTINE of WORKING STUDENT

CHALLENGES. It shows the mean and standard deviation of daily routine.
Indicators Mean SD Interpretation
DAILY COVID-19 has great 2.15 0.85 AGREE
ROUTINE 1 contribution on my
routine schedule.

DAILY My household chores 3.27 0.53 STRONGLY

ROUTINE 2 were part of my daily AGREE
routine.

DAILY I can manage to do the 3.00 0.63 STRONGLY

ROUTINE 3 task that regards on AGREE
my daily routine and
schedules.

DAILY I create a different to- 3.48 0.78 STRONGLY

ROUTINE 4 do list every day AGREE

DAILY It wasn't easy to 3.19 0.69 STRONGLY

ROUTINE 5 concentrate when AGREE
learning and working at
the same time.

DAILY My daily schedule 3.22 0.49 STRONGLY

ROUTINE 6 helps me to know what AGREE
I have to do first.

DAILY I read my notes and 3.24 0.63 STRONGLY

ROUTINE 7 check my online class AGREE
schedule every time I
wake up in the
morning.

DAILY My schedule has been 3.22 0.64 STRONGLY

ROUTINE 8 changed because of AGREE
the pandemic.

DAILY The command at home 3.08 0.50 STRONGLY

ROUTINE 9 while studying AGREE
interferes with my
learning.

DAILY Waking up early helps 3.26 0.76 STRONGLY

ROUTINE 10 attain my daily routine AGREE
and schedules.

Overall 3.13 0.65 STRONGLY AGREE

 Base on the result for the routine schedule. The indicator #4 has the highest mean of
3.48 followed by Indicator #6 that has 3.38 mean. On the other hand, Indicator #1 has the
lowest mean of 2.15 but it has the highest number of standard deviations of 0.85 followed by
the SD of Indicator #4 of 0.78 Routine
Schedules are planned out and often written down. According to Logsdon (2020),
Creating order is the first step in successfully managing your time, and making a schedule helps
create order. This will help give you a clearer picture of what you have to work with in terms of
setting up times to study and tend to the other responsibilities in your life. When we are totally
planning our day inside our head without making any concrete plans, it is all too easy to forget
things, prioritize poorly or feel overwhelmed and just do nothing. I speak from personal
experience when I say do not underestimate the power of planning and writing that plan down.
TABLE 2. The perspective of the respondents on TIME MANAGEMENT of WORKING
STUDENT CHALLENGES. It shows the mean and standard deviation of time management.
Indicators Mean SD Interpretation
TIME Having time management must 3.36 0.53 STRONGLY
MANAGEMENT 1 learn to prioritize. AGREE

TIME I have my time management 3.28 0.46 STRONGLY

MANAGEMENT 2 when it comes to studies like AGREE
dividing my time in answering
and doing my job.

TIME I’m able to manage my time for 3.23 0.76 STRONGLY

MANAGEMENT 3 work and school. AGREE

TIME It is effective to have a time 3.59 0.53 STRONGLY

MANAGEMENT 4 management AGREE

TIME My time management were 3.25 0.54 STRONGLY

MANAGEMENT 5 based on my schedules AGREE

TIME Reducing procrastination is an 3.07 0.74 STRONGLY

MANAGEMENT 6 example of working student's AGREE
time management

TIME Student's part-time job are 3.22 0.47 STRONGLY

MANAGEMENT 7 capable of managing time and AGREE
learning soft skills.

TIME Time management for me is 3.41 0.58 STRONGLY

MANAGEMENT 8 very helpful AGREE

TIME To have my free time I manage 3.18 0.49 STRONGLY

MANAGEMENT 9 my time in a productive way. AGREE

TIME To manage my time I prioritize 3.40 0.53 STRONGLY

MANAGEMENT which task is need to be pass AGREE
10 first.

Overall 3.30 0.56 STRONGLY AGREE

 Table 2 shows the perspective of the respondent on the Time Management of Working
Student. Base on table #2, Time Management #4 has the highest mean of 3.59. Its gap to the
higher mean is 1.16. The lowest mean is Time Management #6, which has a mean of 3.07. In
relation to that, the standard deviation of Time Management #3 has the highest, it has a SD of
0.76.
Peteros (2021) explained that it is strongly suggested that time management skills are
integrated into the subjects to form and promote student working positive reactions.
Consequently, Auld (2020) added that effective time management allows working students to
complete more in less time, because their attention is focused and they're not wasting time on
distractions. However, Christine (2016) expresses her opinion that procrastination is the most
obvious result of poor time management. Students working who don't have control over their
time end up letting tasks sit until the last minute – and then they feel a lot of stress when they
try to play catch up. If you've let too many tasks sit, you might miss deadlines.

TABLE 3. The perspective of the respondents on DISCIPLINE of WORKING STUDENT

CHALLENGES. It shows the mean and standard deviation of discipline.
 Indicators Mean SD Interpretation
DISCIPLINE 1 I apply the disciplines 3.25 0.49 STRONGLY
that were taught to me AGREE
in school.

DISCIPLINE 2 As a working student, I 3.42 0.95 STRONGLY

applied the good AGREE
manners that were
taught in school about
socializing.

DISCIPLINE 3 I can discipline myself 3.16 0.50 STRONGLY

in doing my schedule to AGREE
prevent pile of work

DISCIPLINE 4 I can discipline myself 3.18 0.70 STRONGLY

in waking up early to do AGREE
my modules

DISCIPLINE 5 I can separate my time 3.16 0.60 STRONGLY

in household doings, AGREE
working, studying and
other things that I need
to do

DISCIPLINE 6 I can work without 2.57 0.81 AGREE

missing any lesson.

DISCIPINE 7 I find difficult to be a 3.10 0.67 STRONGLY

working student AGREE
especially if my family
and the people around
me don't support me.

DISCIPLINE 8 My behavior was 3.19 0.58 STRONGLY

improving because of AGREE
my situation as a
working student

DISCIPLINE 9 My work and school 2.74 0.63 AGREE

activity doesn't affect
my behavior

DISCIPLINE 10 Schools helps me to 3.25 0.37 STRONGLY

became more AGREE
discipline.

Overall 3.10 0.63 STRONGLY AGREE

 The Perspective on the Discipline of Working Student to their Challenges were interpret
on the Table 3. We can see from the table that both Discipline #3 and Discipline #5 has the
same mean of 3.16. Discipline # 2 has the highest mean of 3.42 while Discipline #6 got the
lowest mean of 2.57. In terms of the standard deviation, DISCIPLINE #2 has the highest
standard deviation of 0.95. Good discipline creates a good image of the school and prepares
students, especially the working students for the future.
Disruptive behavior amongst students eliminated if there is good discipline at school.
The studies indicated that discipline plays an important role in working students' academic
performance by showing that self- discipline relates positively with, and predicts students'
academic achievement. Researchers appreciate that discipline is an important component of
human behavior and assert that without it an organization cannot function well towards the
achievement of its goals (Ouma et al., 2013). In the context of a school syste a disciplined
student or working student can predetermined the rules and regulations of the school or
workplace because of their behaviors, actions and inactions to others (Ali et.al Dada, 2014).
However, discipline ideally means more than adhering to rules and regulations and entails the
student’s ability to discern what is right or wrong (Gitome, 2013). Also, Discipline known as
widely acknowledged for being essential for creating positive school climate conducive to sound
academic performance.
TABLE 4. The perspective of the respondents on INDIVIDUAL MONITING PLAN of
WORKING STUDENT to their ACADEMIC PERFORMANCES. It shows the mean and
standard deviation of individual monitoring plan.
Indicators Mean SD Interpretation
ILMP 1 As a working student. I've 3.09 0.60 AGREE
had the unfortunate
experience of missing a
class due to a demanding
schedule.

ILMP 2 I can do activities right the 2.91 0.77 AGREE

moment of time by
monitoring my plan for a
day.

ILMP 3 I can figure out which I 3.14 0.35 STRONGLY

need to observe to those AGREE
task that I've done.

ILMP 4 I can monitor my progress 3.07 0.53 STRONGLY

based on the intervention AGREE

ILMP 5 I can reflect on what I’ve 3.05 0.43 STRONGLY

done for the whole week. AGREE

ILMP 6 I can tell which task I 3.11 0.44 STRONGLY

accomplished need to be AGREE
accomplished.

ILMP 7 I review the lessons I miss 2.97 0.60 AGREE

if I’m absent in my class.

ILMP 8 I study harder in order to 3.35 0.48 STRONGLY

improve my grades. AGREE

ILMP 9 I’m making more effort to 3.40 0.49 STRONGLY

balance my work and AGREE
study.

ILMP 10 I take an active role in 3.40 0.53 STRONGLY

every discussion we had. AGREE

Overall 3.15 0. 52 STRONGLY AGREE

 Table 4 shows the Perspective of Individual Monitoring Plan to the Academic
Performances of Working Student. IMP #9 and IMP #10 has the same number of mean of 3.40.
The lowest is the IMP#2 has the number of 2.91 mean. In similarities, IMP #2 has the highest SD
of 0.77 while the lowest SD came from IMP #3 (0.35).
According to Nunes (2018), the most of the outcomes were positive. A monitoring plan
was shown to have a favorable impact on education for learners, allowing access to knowledge
and being essential for the regiments' discipline. It was also shown that giving pupils
suggestions and being able to monitor them helped them improve their ability to master the
classes. Student directed planning and monitoring tool that customizes learning opportunities
throughout their secondary school experience, broadens their perspectives and supports
attainment of goals. The ILP documents students’ interests, needs, supports, course selections
(including access to college level programming), transition placements and other learning
experiences both in and out of school. This information produces a thoughtful program of study
leading to proficiency for graduation and postsecondary experiences. (Nicole, 2017). However,
Individualized learning essentially allows students to learn at their own pace with teacher
direction. They are still working towards rigorous and challenging learning outcomes, but they
are provided a variety of ways to demonstrate their learning. (Ruben,2016)

TABLE 5. The perspective of the respondents on ACTIVITIES’ SCORE of WORKING

STUDENT to their ACADEMIC PERFORMANCES. It shows the mean and standard deviation
of activities’ score.

Indicators Mean SD Interpretation

ACTIVITIES’ Distraction in workplace 3.09 0.60 AGREE
SCORE 1 makes me out of focus in
studying and it reflects in
 my activity scores.

ACTIVITIES’ I’m having a hard time in 2.91 0.77 AGREE

SCORE 2 getting high score in
academic activities.

ACTIVITIES’ I’m having trouble to my 3.14 0.35 STRONGLY

SCORE 3 activities due to fatigue of AGREE
working.

ACTIVITIES’ I’m having trouble to my 3.07 0.53 STRONGLY

SCORE 4 activities due to fatigue of AGREE
working. I’m having
difficulties to get higher
score because of the lack
of focus in my studies.

ACTIVITIES’ I’m having a higher score 3.05 0.43 STRONGLY

SCORE 5 in every activity. AGREE

ACTIVITIES’ I’m having a lack of time 3.11 0.44 STRONGLY

SCORE 6 due to my work and my AGREE
capacity in answering
activities.

ACTIVITIES’ Night shift make me 2.97 0.60 AGREE

SCORE 7 ineffective in studying and
it makes my activities
scores to decline over
time.

ACTIVITIES’ Stress and fatigue due to 3.35 0.48 STRONGLY

SCORE 8 my work makes my AGREE
activities course decline.

ACTIVITIES’ Time of my work may 3.40 0.49 STRONGLY

SCORE 9 affect my studying that can AGREE
cause lower grades.

ACTIVITIES’ Working while studying 3.40 0.53 STRONGLY

SCORE 10 make my activities course AGREE
go low.

Overall 3.15 0. 52 STRONGLY AGREE

 Table 5 "Perspective of Working Student to their Activities' Score'" states that there is a
total of 2.88 to its mean. In terms of the Standard Deviation the is an overall of 9.28 with an
interpretation of Agree. Activities' Score #1 has the highest mean of 3.32 and Activities’ Score
#2 has the highest SD of 0.77.
Humburg and Velden, (2015) explained that being a working student might be beneficial
to future labor market outcomes and can't affect your activity scores. In fact, the choice to
engage in some kind of working activity might improve job opportunities, good decision making
and time management. According to Acaso, M. et. al. (2019), academic achievement could be
effective in getting high grades as payback for hard work. However, Dela Fuente A. (2019)
argued that working while studying had effects on their academic performance. The most
common effect was poor participation in class activities.
TABLE 6. The perspective of the respondents on SKILLS of WORKING STUDENT to their
ACADEMIC PERFORMANCES. It shows the mean and standard deviation of skills.
Indicators Mean SD Interpretation
SKILLS 1 The independence ability of 3.12 0.40 STRONGLY
myself were increased because of AGREE
my situation.

SKILLS 2 I have the ability to work under 2.96 0.56 AGREE

pressure.

SKILLS 3 I learn new skills and get a head 3.18 0.68 STRONGLY
start on my potential career path. AGREE

SKILLS 4 My confidence in my colleagues 3.05 0.30 STRONGLY

and company were improve. AGREE

SKILLS 5 My skills are developed and build 3.07 0.41 STRONGLY

my confidence in my workplace AGREE

SKILLS 6 As a working student, I became 3.35 0.61 STRONGLY

tough and stay cheerful. AGREE

SKILLS 7 I have the ability to gain soft 3.24 0.47 STRONGLY

skills. AGREE

SKILLS 8 My critical thinking and problem 3.09 0.51 STRONGLY

solving were improve. AGREE

SKILLS 9 I have skills like accessing and 3.23 0.74 STRONGLY

analyzing information related to AGREE
my work and learning.

SKILLS 10 My effectiveness in oral written 3.10 1.05 STRONGLY

communication were improve AGREE
because of my situation.

Overall 3.14 0.58 STRONGLY AGREE

Based on the result on the respondent to SKILLS of Working Student to their Academic
Performances, Skills #6 has the highest mean of 3.35 and Skills # 10 has the highest standard
deviation of 1.05. It has a descriptive interpretation of Agree.
 The students, who considered research skills important for their future work, were more
task-oriented, used a deeper approach to learning and experienced fewer difficulties in the
learning of research skills than other students. This finding implies that experiences in learning,
learning approaches and situational orientations are related to expectations about future work
Lehtinen et al. (2015). In addition, students who worked due to their reasons to gain early work
experiences, improve specific skills, and gain income. However, adversities are expected to
arise during their time in working. Thus, students also benefited from the responsibilities that
resulted from their dual role as both students and employees in many ways. Efren L. Burgos et
al. (2020)