1

LIVED EXPERIENCES OF WORKING STUDENTS DURING THE NEW NORMAL: A

PHENOMENOLOGICAL STUDY

Angelie B. Balading¹
Rosewanie D. Alag²
Mara M. Estrera³
Liezl Costañemo⁴
Anecita F. Ancero⁵
Enika Carillas⁶
BEED- 111B, Visayas State University-Isabel, Philippines
angeliebalading@gmail.com¹
alagrosewanie@gmail.com²
estreramaram@gmail.com³
Liezlcostanemo05@gmail.com⁴
anceroanecita@gmail.com⁵
carillasenika@gmail.com⁶

Abstract
This study’s objective was to investigate the challenges faced by working students in this new
normal, their coping strategies, and the significance of those life experience. Not only will working
students at Visayas State University-Isabel benefit from the results of the study, but also other students
and faculty members. A phenomenological approach is used in this subjective report to obtain
important data. This component of the research was developed using the Snowball sampling technique.
Interviewing 14 working students from Visayas State University’s Isabel Campus who were enrolled in
the school year 2021–2022, we were able to collect data using the inductive methodology. This
research’s analysis was based on Colaizzi’s method.With this and the study’s findings, students are
finding it difficult to reconcile their obligations as workers and students at the same time. They remain
confident and driven, nonetheless, that they can accomplish their objectives in life.This research should
also serve as a guide to working students about how to strike a balance between their studies and
regular activities or jobs. The results of this study will serve as a future reference for researchers who
wish to conduct studies on working students’ time management.

Keywords: VSU-Isabel, Life Experience, Working Students, and Time Management.

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Introduction

Prior to the pandemic, working students experienced a variety of hardships, and in subsequent
years, this has been acknowledged. The rising cost of tuition, which is a result of decreasing government
support for higher education and rising tuition in both the public and private sectors, is a significant
contributing factor.2 At the same time, family benefits have been diminishing over the past ten years. To
prepare for life in the real world, attending college is a way to learn new things and deal with challenges.
Working gives students first-hand experience in the field and inspires them to be innovative and
productive in their studies because it improves their understanding of the material they are being taught
(Haquifa, 2013).

They are described by Tuttle (2005) as low- or middle-income students who work to meet their
financial needs. Some students find that finding employment is a necessity rather than a choice. In order
to attend college or simply to support their family financially, they must work. According to Nucum
(2018), financial constraints are the main cause of students working either full- or part-time. According
to (Becker,1965), kids who work and study at the same time perform worse academically since
employment cuts into their time for academic development and learning. Due to the effort and
integration of work and education, (Spence, 1973) claims that students' work experience may appear as
a substantial proof of work motivation. The pandemic led numerous colleges to switch to online lecture
delivery, which is incredibly stressful and challenging for students. Online education is sometimes
depicted as being less desirable and providing lower-quality education than in-person instruction
(Hodges et al. 2020). Working students' mental health was significantly impacted by the epidemic,
particularly in terms of demotivation, anxiety, "stress," and sleep disruptions (Mounsey et
al.).cutseading 2]

There are many students who work while attending school in the Philippines, and a research
conducted by the Polytechnic University found that one of the drawbacks is that the time spent working
takes away from studying, which could result in lower grades and less desirable post-college
possibilities. This research has educated people about working students and how to manage them while
continuing their education (Dunca, 2019). In order to help working students address their worries and
broaden their understanding of this new normal, this study intends to learn about their experiences,
difficulties, coping techniques, and the meaning of their experiences. However, this new usual
environment has benefited working students by allowing them to work while concurrently learning.
Working and learning from home has been welcomed by some and experienced as stressful by others.
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Methodology

Research Design

The study’s methodology is qualitative. It was developed as a subjective report. The information
from our respondents was gathered through a one-on-one interview employing a phenomenological
approach to deal with collecting critical data information. This approach focuses on deciphering and
interpreting the significance that individuals assign to their daily lives. The data analysis method used by
Colaizzi (1998) revealed novel information and provided insights into the experiences of working
students in this new normal.

The qualitative method is the most appropriate, according to Marshall and Rossman (2006), if
the aim of a research study is to uncover the unexpected and explore new avenues. The qualitative
design primarily regulates spoken data. A qualitative approach is the most appropriate for this study
because of its data collection strategy, which focuses on the participants' subjective experiences with
the disclosure process and how it is understood. This obtains relevance from the perspective of the
participant and also hopes to appreciate the meaning of coping mechanisms that individuals add to their
experience as a worker and a student.

Research Participant

The researchers addressed and invited the respondents to take part in the data gathering of the
study after carefully choosing the respondents and receiving their acknowledgement. They are advised
of their right to decline the researcher and to confirm that participation was voluntary as well as their
right to do so. Following their consent to participate, the respondents were immediately notified that
the researchers would treat their information in strict confidence. Finally, they received notification on
their involvement and the audio or video recording.

Students at Visayas State University-Isabel who are enrolled in the 2021–2022 academic year
and are employed full-time were all eligible to participate in the survey. Each responder was qualified to
be a respondent since they had prior experience working while attending school. When information
from respondents is provided, it is done so completely, including any personal information or
information that was submitted. House helper, store helper, corporate helper, and promodizer are the
types of jobs that our respondents with a monthly wage perform. In this study, 14 people participated;
12 of them worked full-time and 2 did so part-time.

Sampling Technique

The method used to create this component of the study was the snowball sampling technique.
To create a sample of people who provided enough information for the investigation, snowballing is a
non-probability sampling technique. Researchers refer to one another one by one when using the
snowballing sampling approach. Despite their familial ties to the participants, the researchers
questioned every respondent who had information pertinent to the study and was also a wage earner at
Visayas State University-Isabel. In order to get comprehensive data, the researcher is responsible for
compiling a broad sample of people.

Research Environment
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San Roque, Alipasa, Libertad, Can-isco Tabunok, Cangag, Taganas Monte Alegre, Stom Nio,
Matlang, Putting-bato, and some who live in Merida, Leyte specifically: Mahalit, Cambalong, and
Lamanoc, were among the respondents who were interviewed by the researchers. This made it possible
for the researchers to acquire important data on the actual experiences of working students at Visayas
State University-Isabel during the new normal.

Figure 2: Map shows the residents of the working students (retrieved in google maps)

Research Instruments

In order to collect the necessary data for this, the researchers created an interview guide study. After
receiving clearance, the questions will be put through a pilot test using our teacher as the first
respondent in a rehearsal situation. This qualitative phenomenological study used one-on-one
interviews and a voice recorder for credibility purposes. Additionally, we ask for consent from our
responses and assure their anonymity. The survey’s four main sections are Experiences, Challenges,
Coping Mechanisms, and Meaning of Experience. The survey’s questions were written in both English
and Cebuano, but respondents were asked in a bisaya dialect to allow them to respond in the dialect
they were most comfortable with.

Data Gathering Procedure

Before conducting the interview, participant was asked if he favored a face-to-face or online
interview before the initial interview began. After the one-on-one interview, the first respondent agreed
to allow us to record a video. The first participant was then asked for the names of individuals who
might be asked to interview by the researchers.

Each participant was also questioned about their favorite method of communication for the
interview. All of our respondents gave their consent for us to visit their workplaces to conduct in-depth
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interviews with them. As a way of saying thanks for participating in each interview, participants received
gifts. After evaluating and analyzing the respondents' comments, we decided to call the interview a wrap
with respondents 12 through 14 because we felt it had reached saturation point. Using Collaizzi's
Method, all of the responses gathered via note taking and recordings them were transcribed and
evaluated.

Data analysis

The Collaizi approach formed the basis for the analysis used in this study. Through an interview
with Isabel Leyte, a working student at Visayas State University, we were able to collect data using the
inductive method. Based on qualitative information gathered from the students. We researchers
essentially examine the data repeatedly, extracting key information, coding redundant material, and
then compiling this data into themes. The Collaizi’s approach consists of seven steps: (1) reading all of
the interview content; (2) extracting relevant statements; (3) formulating meanings; (4) organizing the
collection of meanings into clusters of themes; and (5) integrating the clusters of themes into an
exhaustion description.

Following the analysis of the sample data, the narrative recordings were transcribed, and the
script was updated with the succinct answers to the open-ended interview questions. In-depth reading
of the data resulted in the removal of material deemed to be unnecessary. The study was directed by
the pre-set research questions because we wanted to know how a working student who enrolled at VSU
Isabel in this new normal Sy 2021–2022 responded to many aspects of her life.

Ethical Consideration

While conducting the interview, the researchers made sure that every subject gave their free,
prior consent. They were prompted to respond with their preference for nothing at all, a video or audio
recording, or both. It was made clear to them that they were under no duty to respond to the questions
if they did not feel comfortable doing so. Since they were working students, it was also made clear to
them in advance when they would be available for the interview. The purpose of the study, future
applications for it, and the length of each interview were also disclosed to the respondents. Every
participant received a guarantee that any data collected from them, including video and audio
recordings, would be treated in complete confidence at all times. It could be challenging to combine
work and studies. It might have an effect on some people’s emotional and mental wellbeing because
they each have their own motivations for becoming one. Therefore, it is important to take care of
keeping all of the research’s information.
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Results and Discussion

This chapter was written to respond to the problem’s statement. The study’s analysis and the
research conclusions drawn from the interviews are taken into account. The demographic profile of the
student is provided below.

Table 1. Summary of Student’s Demographic

Respondents Address Nature of Duration of Work

Work
1 San Roque ,Isabel, Leyte Company 3 years
helper
2 Alipasa, Isabel, Leyte House helper 4 years

3 Libertad, Isabel, Leyte Store helper 3 years

4 Can-isco Tabunok, Isabel Store helper 1 year & 6 mos.

5 Cangag, Isabel, Leyte Store helper 1 year

6 Taganas, Monte Alegre, Store helper 12 years

Isabel
7 Mahalit, Merida, Leyte Store helper 3 months

8 Lamanoc, Merida, Leyte Store helper 7 months

9 Cambalong, Promodiser 3 months

Merida,Leyte
10 Sto.Niño Isabel Leyte Store Helper 1 year & 6 mos.

11 Matlang, Isabel Leyte House Helper 1 year

12 Puting-bato Isabel, Leyte Store Helper 1 month

13 Sto. Nino Isabel, Leyte Store Helper 3 years

14 Libertad, Isabel, Leyte Company 3 months

Helper
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Participants Demographic

This chapter’s main goal is to describe the data gathered from respondents in order to understand
the lived experiences of working students. The respondents were all Visayas State University-Isabel
students who are enrolled in the 2021–2022 academic year and who are working students under this new
normal. The respondents were from towns other than Merida, Palompon, and Isabel. Their duties include
office helper, home helper, store helper, and promoter.

Data Interpretation

The results and conclusions of the data analysis were discussed and analyzed in this section. The
researchers used Collaizi’s Method to analyze the data. These four main concerns—experiences,
problems, coping methods, and meaning of experiences—are provided along with the multiple topic
clusters, emerging themes, and their corresponding causes.

Experiences of the Working Students During The New Normal

Formulated Meanings Sub-Themes Theme

o The students are having Education Learning

difficulties due to Barriers
working while studying
especially during exams.
o Disadvantage for the
student is less
leanings.
Academic Struggles
o Having difficulties in
focusing the studies.
o The student has a hard
time because while
studying, his employer
has some orders too.
o Facing difficulties due to
tiredness.

o The student has a hard

time because while School Inattentiveness
studying, his employer
has some orders too.

o Facing difficulties due to

tiredness.
o Student find it hard Support Sources
especially she doesn’t Insufficiency
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have parents anymore.

o Sometimes family time

is not given because of
being a working student
o Facing difficulties due to
tiredness.
Health Related Issues
o The student feel that the
situation is complicated.
Table 2. Theme 1 of Student’s Experiences

From the experiences of the students three themes were created. These three themes are
Educational Learning Barriers, Humanitarian Satisfaction and Effective Learning Strategy.

Theme 1: Educational Learning Barriers

This subject encapsulates the various challenges experienced by working students in this new
normal. Academic Challenges, School Inattentiveness, Inadequacy of Support Sources, and Health-
Related Issues are the four sub-themes under this subject.

Sub-Theme 1: Academic Struggles

Students typically struggle academically because they have to take the exam while working. They
said that this new standard hurts their ability to learn and makes it difficult for them to focus on their
academics.

“ Lisud sa time, labi na nagduty ug nag skwela samot nag ting exam”. (The students are having
difficulties due to working while studying especially during exams.) [Transcript 3, page 1, line 25]

“Lisud kay dili ka focus sa studies”. (Having difficulties in focusing the studies) [Transcript 5, page
1, line 26]

Sub-theme 2: School Inattentiveness

This cluster topic depicts a student who was unable to pay attention in class or at work as a result.
They struggle with it because they have obligations as both students and workers.

“Lisud sya kay while nag study naa pud sugo ang amo”. (The student has a hard time with time
management because while studying, his employer has some orders too.) [Transcript 11, page 1, lines
26-27]

“Lisod kay mas kapoy”(Facing difficulties due to tiredness.) [Transcript 4, page 1, line 28]
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Sub-theme 3: Support Sources Insufficiency

This group of themes demonstrates the areas in which parents are insufficient as a source of
assistance for pupils.

“Lisod labi na walay ginikanan” (Student find it hard especially she doesn’t have parents
anymore).[Transcript 6, page 1, line 26]

Sub-theme 4: Health Related Issues

This cluster theme shows that pupils are dealing with some health-related concerns.

“Lisod kay mas kapoy” Facing difficulties due to tiredness. [Transcript 4, page 1, line 28]

“Lisod siya (working) sa pag skwela” Student find it uneasy in working and in school.
[Transcript 7, page 1, lines 27-28]

Theme 2: Effective Learning Strategy

This theme shows learning strategy made by the student in this new normal while working and
studying. This theme has only one sub-theme named: Time Management Skills.

Formulated Sub-Theme Theme

Meanings
o Student wake up
early in the morning
to do the
household
chores before
answering the
module.

o Need to do absences Time Management Effective Learning

in order to focus Skills Strategy.
especially
during exams.

o The student answered

the module during
night time if not tired.

o After work, give time

in answering the
Module.
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Table 3. Theme 2 of Student’s Experiences

Sub-Theme 1: Time Management Skills

This cluster theme demonstrates how working students balance their academics and employment.
They must perform their duties as employees and then students.

“ Time schedule sa pag tuon sayo sa buntag unahon sa nako ang mga household chores usa mag
module” (Student wake up early in the morning to do the household chores before answering the
module.) [Transcript 2, page 1,lines 33-34]

“ Inig gabie mag answer basta dili kapoy” (The student answered the module

during night time if not tired.) [Transcript 3, page 1, line 33]

“After work maghatag ug time para mag-answer sa module” (After work, give time in answering
the Module.) [Transcript 4, page 2, lines 36-37]

Theme 3: Humanitarian Satisfaction

This theme shows that these new normal situations are more beneficial for the working students.
This theme composes of two sub-themes namely: Academic Benefits and Financial Sources.

Formulated Meanings Theme Theme

Clusters
o New Normal is advantage for the students the reason
they can do their activities late.

o Student find advantage in the new normal because

while working they can do module too.
Academic
o Student take the pandemic has an advantage over the Benefits
new normal because while in school they can work.

Humanitarian
satisfaction
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o Can even help the family because her mom and dad Financial
are unemployed Source

Table 4. Theme 3 of Student’s Experiences

Sub-Theme 1: Academic Benefits

This cluster’s fundamental idea was that students benefit academically from being able to work
and continue their studies.

Ang akong experience sa new normal karon Advantage para sa akoa kay pwede ra ma delay ang
mga activites” (New Normal is advantage for the students the reason they can do their activities late.
[Transcript 1, page 1, lines 28-29]

Sub-Theme 2: Financial Sources

This cluster theme explained how one of the working students’ experiences in this new normal is
that it becomes their source of income.

Makatabang pa sa pamilya. Kay imong mama ug papa walay trabaho.?

(Can even help the family Because her mom and dad are unemployed.) [Transcript 8, page 1, line 26-27]

Challenges Met by the Working Students During the New Normal

From the challenges met by working students, four emergent themes were created. These are
Health System Barriers, Financial Problem, Educational Conflict and making Decision.

Theme 1: Health System Barrier

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The difficulties working students face are illustrated by this theme. The study’s findings indicate
that working students encountered certain health problems in this new normal.

Theme Emergent
Formulated Meanings
Clusters Themes
o Student find it hard especially in
experiencing lack of sleep.

o Lack of rest is one of the student’s Health

challenges that make it hard. system Barriers

o The situation is complicated.

Health Issues
o Tired from work.

o Being scolded is one of the student’s

challenges.

o There is a health problem.

o Depression for having lots of projects.

Table 5 .Theme 1 of Working Students Challenges

Sub-theme 1: Health Issues

Students overcame obstacles that relate to health concerns in this new normal. They struggle
because they experience sleep deprivation and feel down about some of their schoolwork.

“Lisud gamay labi na nga kuwang na sa tug.” (Student find it hard especially in experiencing
lack of sleep.) [Transcript 1, page 2, line 57]

“Kanang makasinati ug pagsuway sa health” There is a health problem. [Transcript 7, page 2,

line 43]
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Theme 2: Financial Problem

Students faced difficulties, particularly in terms of their financial situation, which is why they
were required to work as students.

Student had to make ways to earn for a Monetary Financial

living. Issues Problem

Table 6. Theme 2 on Working Student’s Challenges

Sub-Theme 1: Monetary Issues

According to this cluster theme, students struggled with finding the money to meet their basic demands.

“Need mangita ug paagi Arun naai magasto sunod adlaw” (Student had to make ways to earn
for a living.) [Transcript 6, page 2, line 42-43]

Theme 3 Educational Conflict

Students who study while working report experiencing educational conflict, according to this
theme. The Study Issues and Connection Insufficiency sub-themes were developed.

Formulated
Theme Clusters Emergent Themes
Meanings
o when there is Study Issues Educational Conflict
someone who’ll buy
at the store.

o It affects as student
can’t give full
attention in
studying.

o It affects to student
especially when lack
of focus.
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o Giving focus is the

problem when
Working while
studying.

o Work needs focus.

Making decisions
o Taking exams while
working.
o It is difficult for a
student without
parents anymore

o New Normal
Education needs a
stable internet Connection
connection.
Insufficiency
o Internet connection
is needed in the
online class

Table 7 .Theme 3 on Working Student’s Challenges

Sub- Theme 1: Study Issues

This cluster theme demonstrates that students experience challenges that prevent them from
focusing on their schoolwork.

“Dili kayo ka focus kay naay mupalit while nag module.” (Student can’t focus answering the Module
especially when there is someone who’ll buy at the store.) [Transcript 3, page 2, line 39]

“Nakaapekto kay dili katarung ug pagtuon.”( It affects as student can’t give full attention in studying.)
[Transcript 3, page 2, line 43]

Sub-Theme 2: Connection Insufficiency

Working students encounter a number of difficulties, one of which is a poor internet connection.

“Ang pagsulay sa skwela kay internet connection” (Internet connection is needed in the online
class.) [Transcript 12, page 2, line 41]
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Theme 4: Making Decision

The students struggle to establish a balance between their studies and jobs. Even though it was
difficult for them, they had to do the work in order to play their part. The single sub-theme under this
theme is time equilibrium.

Formulated Meanings Theme Emergent

Cluster Theme

o The student needs to balance

between work and studies.

o Student had to do time scheduling Time Making

to do the task even it is hard but Equilibrium Decision
they they’re able to survive.
Table 8. Theme 4 of Working Student’s Challenges

Sub - Theme 1: Time Equilibrium

This cluster addresses how students might balance their time between work and school-related
activities.

“Buntag sayu mumata arun mu trabaho, gabie matug na kay kapoy na pero bahala na;ang ang
importante nga naka survive gihapon”( Student had to do time scheduling to do the task even it is
hard but they they’re able to survive) [Transcript 3, page 2, line 43-45]

“Usa sa kong pagsuway kanang pag kuwang ang trabahante, then I need to choose between
work and schooling pero importante nga e balance lang” (The student needs to balance between work
and studies.) [Transcript 1, page 2, lines 44-45]

Coping Mechanism of a Working Students During the New Normal

Student’s coping mechanism had three emergent themes where created. These are Management
Techniques, Self-Motivation and Empowerment.
Theme 1: Management Techniques

This emerging subject explores how students use effective management to overcome the
difficulties they have encountered in this new normal.
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Formulated
Theme Clusters Emergent Themes
Meaning
o Time
management is
one of the ways
that student does.

o Time
management is
necessary.
Efficient Time
o Time management
management to
cope up
responsibilities

o Studying well is
one of the
Management
student’s coping
Techniques
mechanisms.

o Student visit the

google classroom
and the page in
order to have
updates

Academic Strategy
o Studying well is
one of the
student’s coping
mechanisms.

Table 9. Theme 1 of working Student’s Coping Mechanism

Sub-Theme 1: Efficient Time Management

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This cluster demonstrates how students manage their time effectively as a means of overcoming
obstacles. They claimed that if they effectively manage their time, they can handle their obligations.

“Usa jud sa akong pamaagi mao ang Time-management” (Time management is one of the ways that
student does.) [Transcript 1, page 2, line 67]

“ E uninstall ang dapat e uninstall nga maoy maka babag sa pagtuon”

(Uninstall everything that serve as a barrier in studying.) [Transcript 3, page 2, line 60-61]

“Time management arun ma cope up ang responsibilities” (Time management to cope up

responsibilities.) [Transcript 11, page 2, line 62]

Sub-theme 2: Academic Strategy

Students in this cluster should study thoroughly along with their lesson as a coping strategy. If
there are any developments, they said they will often check their Google Classroom.

“My mother always tells me to study well” (Studying well is one of the student’s coping
mechanisms.) [Transcript 4, page 3, line 72]

“Sayo mo mata dayun arun makavisit sa page ug sa google classroom. Update sa pag skwela”
(Student visit the google classroom and the page in order to have updates.) [Transcript 7, page 2,
lines 64-65]

Theme 2: Self-Motivation

One of the coping methods used by working students is having a strong sense of self-motivation.
Goal-oriented and prioritization are the two theme clusters that make up this theme.

Formulated
Theme Clusters Emergent Themes
Meanings
o Goal is necessary in Self- Driven Self- Motivation
order to have right
direction.
o Student don’t want
to stay as a worker
forever.
o Student have to
think that they have
goals.
 18

o It would be goals
because people are
having difficulties
due to lack of
education.
o In order to achieve
the goals and
dreams have
patience.

o The student should

prioritize school and
work. Prioritization
o Student have to
prioritized studies.
Table 10. Theme 2 of Working Student’s Coping Mechanism

Sub-Theme 1: Self- Driven

Students are motivated by their goals, which serve as a reminder to persevere in the face of
difficulties. Their aim is to earn a degree, which they must do.

“Ang nakapa motivate nako nga I have to focus to get a degree”

(To get a degree is the focus and that makes students be motivate.) [Transcript 1, page 2, line 74]

“Need naay goal Arun naai direksyon” Goal is necessary in order to have right direction.
[Transcript 4, page 2, line 64]

Sub- Theme 2: Prioritization

Student have to prioritize both school and work.

“I have to know my priorities because I’m a student and a worker”(Student had to know what their
priorities and as a student and a worker) [Transcript 4, page 2, line 55-56]

Theme 3: Empowerment

This theme investigates how working students deal with their difficulties. Since kids are aware of
their parents’ abilities to assist them, they frequently experience a sense of empowerment. This
developing topic is divided into the sub-themes of Support System and Strength Sources.
 19

Formulated
Theme Clusters Emergent Themes
Meanings
o Student make their
parents as
inspiration to
overcome
everything
Support System
o What inspires to
student is her mom,
but when her mother
gone so it would be
her younger siblings
Empowerment

o Poverty is not the

hindrance.

o Students
encountered those Strength Sources
people who
discriminates them
is the one that makes
them to be motivate.

Table 11. Theme 3 of Working Students Coping Mechanism

Sub-theme 1: Support System

Students’ parents and their family served as their support system in this trying times.

“Ug ang nakainspire kay sa una ako jung mama pero kay wala naman siya sa ako nalangg mga
manghud” (What inspires the student is her mom, but when her mother died, it would be her younger
siblings.) [Transcript 6, page 2, line 65-66]

“Number one ang family jud nako mao ang nakapa dasig sa ako ” (One thing is family.)
[Transcript 7, page 3, line 73]

Sub- Theme 2 Strength Sources

This cluster demonstrates that the pupils were able to draw strength from whatever challenges they faced.
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“Ang nagpa motivate nako kay ang mga tawo nga nag down nako , arun makita nila nga kaya
nako” (Those people who discriminate them are the ones that make them to be motivated.) [Transcript 2,
page 2, line 69-70]

“Dili himoun nga hindrance ang kalisod” (Poverty is not the hindrance.) [Transcript 1, page 2,
line 75]

Meaning of Experiences of a Working Students During the New Normal

Two new themes, encouragement approach and influencing factors, have emerged from the
students’ interpretation of their experiences in light of all the experiences and difficulties.

Theme 1: Encouragement Approach

The different lessons learned by working students in conjunction with this new standard are
summed up in this theme. These themes contain three sub-themes, the Aspirational Outlook and
Optimism.

Formulated Formulated
Emergent Themes
Meanings Meanings
o Student believe of Aspirational Encouragement
what Aristotle’s Outlook Approach
saying that the roots
of education are
better but the fruits
is sweet. She
determines that
whatever the
circumstances it
always has a payoff.

o The student realized

that time
management and
prioritize school
should be the first
priority.

o Student believes that

no matter how hard
 21

we go, we must
continue to aspire.

o Student should
always think
positive because all
the problems will be
overcome
Optimism
o Develop the goal is
also the student’s
lesson.
Always had to
be motivated to go
to school.

Table 12. Theme 1 Student’s Meaning of Experience

Sub-theme 1: Aspirational Outlook

Students’ life goals are the meaning of their experiences. They think that even though they
encountered challenges, they will ultimately receive what they have sown. They’ve learned that setting
priorities will help them accomplish their objectives.

“I always believe man gud sa sayings ni Aristotle nga " The roots of Education are better but the
fruit is sweet " So, kung unsa mana kapait kung matiman naka nindot man gyud ang bunga ana” (Student
determines that whatever the circumstances, it always has a payoff.) [Transcript 2, page 3, lines 82-85]

“Ang leksyon nga akong nakat-unan na dapat naay time management ug unahon ang pag
eskwela” (The student realized that time management and prioritize school should be the first priority.)
[Transcript 3, page 3, lines 82-83]
“Dapat strong Arun inig face sa lain challenge strong na”
(Students are strong enough to face any challenges.) [Transcript 5, page 3, lines 81]

Sub-theme 2: Optimism

Students who are actively learning have the mindset that they will learn from their experiences.

“Be positive kay malagpasan ra ang problema” (Student should always think positive because all the
problems will be overcome.) (Transcript 8, page 3, line 80)
 22

Theme 2: Influential Factors

This subject had three sub-themes, which helped working students use all of their experiences and
problems as influencing elements. This topic is divided into three sub-themes: goal-driven, leap of faith,
and acquisition of values.

Formulated Theme Clusters Meaning of

Meanings Experience
o Develop the goal is
also the student’s
lesson.

o The student tries Career Minded

their best to succeed.
o Student believe that
whatever the
circumstances it
always has a payoff.

o Have faith in God

because without
Him, things are
impossible Instance of Trust
Prayers are the best
weapon Influential
Factors

o Student’s
experiences help
them to persevere.

o Student’ experiences
help them to be
Values Acquisition
patience to succeed.

o Student experiences
help them to be
motivated.
 23

Table 13. Theme 2 of Working Student’s Meaning of Experiences

Sub-theme 1: Career Minded
Students gained a lesson from each encounter and struggle they faced, which helped them achieve
their objectives.

“Usa sa akong nakat-unan nga leksyon mao nga palambuon ang goal”
(Develop the goal is also the student’s lesson.) [Transcript 4, page 3, lines 85]

“Dapat motivated sa pag skwela aron makab-ot ang gusto”

[Transcript 8, page 3, line 80] (Always had to be motivated to go to school.)

“Bisan unsa kalisud ang naagian dapat padayun gihapon sa pangandoy”

(Continue to aspire.) [Transcript 6, page 3, line 86]
Sub-theme 2: Instance of Trust
This cluster theme illustrates how having trust in God is the student’s interpretation of their
experiences. They said that despite the difficulties, people should have a great faith in God because they
have faith that anything is possible.

“Faith in God, optimistic nga kaya ang imposible to possible”

(Student tend to have faith in God and be optimistic that all impossible turn to possible.)
[Transcript 2, page 3, line 82]

“Bisan unsa kalisud ang naagian dapat padayun gihapon sa pangandoy ug Ampo lang gyud kanunay”
(Prayers are the best weapon) [Transcript 6, page 3, line 86-87]

Sub-Theme 3: Values Acquisition

Students have acquired the values that enable them to endure through this theme cluster. They
added that the difficulties they have encountered have shaped their character and inspired them to work
harder.

“Yes nakatabang because it helps me mold my character and perspective” (Students struggles and
experiences help them to mold characters and to persevere.)
 24

[Transcript 4, page 3, lines 86]

“Lisud man pero ma cope up ra. Maningkamot lang gyud” (Though student find it hard, but still,
they believe they can cope up with it if there is perseverance.) [Transcript 9, page 3, line 82-83]

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