EFFECTS OF TRANSITION OF FACE-TO-FACE

CLASSES TO ACADEMIC PERFORMANCE

OF WORKING STUDENTS

A research paper

presented to Mrs.Regina M. Delotina

of Manapla National High School

_____________________________________________________

As part of the assigned work

in the subject Practical Research 2

__________________________________________

Prepared by:

Aghon, Honey Grace S.

Baylocon, Ellianne Glare P.

Buenaflor, Carlo G.

Diaz, Julie Ann G.

Doligosa, Charlotte Dyna

Esposa, Kenneth D.

Grade 12-ARISTOTLE
 CHAPTER I

INTRODUCTION OF THE STUDY

Part-time work or a part-time job is a flexible work arrangement which means

working less than full-time hours. It usually means working fewer days per working

week and employees are normally considered to be part-time if they commonly work

fewer than 30 hours per week (Nina Janza 2020). A part-time job is one that usually

requires a person to work fewer hours per workweek than their employer deems full-

time employment. However, there isn’t a set number of hours per week that’s legally

considered full-time or part-time employment, so it’s up to the employer to decide which

positions are classified either way (Alison Doyle 2021).

This study mainly focused on determining the effects of the transition of face-to-

face classes on working to academic performances as perceived by Senior High School

students of Manapla National High School for School Year 2022-2023, as well as

identifying the factors affecting the working student’s way of learning and their way to

survive face-to-face classes.

In this era, a lot of students want to work while studying because they don’t want
to be a burden to their families or they want to get the thing they have been longing for

with their own money. In addition to this, the students have a problem adjusting due to

the “face-to-face classes” hence, those students have a problem managing their time

because of face-to-face classes. A variety of issues, such as time management,

financial  struggles, insufficient  sleep,  social activities, and,  for  some

students,  caring  for their  families,  can jeopardize a student’s  academic

performance.  Students also  face  financial  hardships  that  can  risk  their

education,  a  new  living  environment that  creates learning difficulties, and the lack of

resources for online classes (Acosta et al., 2021).

Part-time jobs have been considered as one of the factors influencing students’

academic achievements. A lot of research on time management were done to uncover a

person’s efficacy and influence on their job; nevertheless, we can find very limited

literature addressing time management. Every working student should investigate their

time management to improve their performance both at work and in academics (Jimbo

Antipolo 2021). Students have many reasons to work while pursuing their degrees;

some of these reasons include earning money to pay for tuition and living expenses,
supporting family, avoiding the opportunity cost of leaving the workforce, or wanting to

gain career experience. (Allisonthe  Beer, Jacob B Bray 2019).

We conducted this research in order to asses how students cope with their work

and face-to-face classes thus, explore the experiences of working students during the

transition from the pandemic to back to face-to-face classes.

However, despite of all the benefits of working while studying, it is unfortunately

not suitable for many. This problem has been main focus of this study with an objective

of determining the effects of transition of face to face classes to academic performance

of Senior High School students of Manapla National High School. After conducting the

present research, it will provide solutions that may help the students to excel

academically.

STATEMENT OF THE PROBLEM

The main focus of this quantitative research study is to determine the extent of

effects of the transition of face-to-face classes to working students of Manapla National

High School Senior High School students during the School Year 2022-2023.
 Specifically ,it seeks to find the following answers to the following questions:

1. What is the demographic profile of the respondents in terms of:

a. Age

b. Sex

c. Track

d. Section

2. What is the extent of effects of transition of face-to-face classes towards the academic

performance of working students in terms of:

a. Age

b. Sex

c. Track

d. Section

3. Based on the study,what is the possible solution that may resolve the problem?
 CONCEPTUAL FRAMEWORK

Input Output

• Effects of Process • To know the

transition of effects of the
face-to-face Stratified Random transition of face-
classes to Sampling to-face classes to
academic working students
performance of and how they cope
working up with it.
students

Figure1:Paradigm of the Research Study

SCOPE AND LIMITATION OF THE STUDY

To avoid misinterpretation and misunderstandings in this study, the researcher

specifies the scope and limitations. This study mainly focused on determining the

effects of transition of face-to-face classes on working to academic performances as

perceived by Senior High School students of Manapla National High School for School

Year 2022-2023, as well as identifying the factors affecting the working student’s way

of learning and their way to survive f2f classes. In addition, this study considers the
student’s personal information such as gender, age and section.

This study will focus on the effects of the transition of face-to-face classes to

students who are studying and working simultaneously. As the proponent stated by the

apprehension and goals why conduct this research and help discerning and achieving

the purpose and the goal .

SIGNIFICANCE OF THE STUDY

This study and its results will provide information and insights about the transition

of working students from the pandemic to being back in f2f classes. This study is

significant and would be beneficial to the following:

Working Students. This study will motivate them to manage their responsibilities

towards the school and work so that their academic performance will not be affected in

favor of their work or vice-versa.

Students. This study will give the regular students an idea on how important education
is. This will motivate them to be more focused on their studies.

Parents. This study will give the parents idea on the problems working students have

encountered. This will motivate them to become more supportive and more

understanding towards their children.

School Administrators. School administrators will benefit from the results of the study

by applying the proposed action plan which will help minimize drop-outs among working

students.

Teachers. This study will give teachers an idea on the problems encountered by working

students. Thus, they will understand them better.

Researchers. This will deepen the researchers’ knowledge of the lives and struggles of

the working students in their quest for success.

Future Researchers. The future researchers will benefit from the study because this will

serve as their source and guide for future studies.

 DEFINITION OF TERMS

To provide the researcher with better understanding, the following terms were

conceptually and operationally defined.

Transition. The process or a period of changing from one state or condition to another

(Martin Wilkie 2019).

In this study, it refers to the process of working student from pandemic to back to

face-to-face classes.

F2F. written abbreviation for face to face: used in an email or internet chat room to

describe a situation where you meet and talk to someone, rather than communicate

electronically (Cambridge University Press 2022).

In this study, it refers to the situation wherein the working students will be back to

school personally.

In this study, it refers to the situation wherein the working students deals with the

crisis in the society.

Working student. Working student is often used to refer to someone who mainly works

and is also studying (part-time) (2021 Randstad).

In this study, it refers to a specific individual with experiences during pandemic to

back to face-to-face classes.

Era. A long and distinct period of history with a particular feature or characteristic.

In this study, it refers to the difference of time between a certain number of years and

now.

Academic Performance – otherwise known as academic achievement, it is the measure

or extent to which a student which is the respondent has performed and reached

the educational goal in a given academic curriculum.

 CHAPTER II

REVIEW OF RELATED LITERATURE

Local Study

Filipino students are still able to support themselves financially through working

although they have financial problems. According to The Working Student (2016), to set

down the job options of Filipino working students namely online jobs, paid corporate

internship, fast-food crew, and school jobs. Filipino students are struggling because

they have to meet the standards in their work so that they will not lose their job and

maintain academic performance so that they will not get a failing grade. Around 216,000

understudies in the Philippines are right now juggling school and work, the

most recent information from the Commission on Higher Education (CHED). About 8%

out of the total number of college students in the Philippines is a working student (ABS-

CBN News, 2010). According to CHED (2010), only half of the employed students can

finish college, as many cannot concentrate on their studies, while others have poor

health, and other give up because of financial problem.

Foreign Study

Students can have the prospect to directly relate the experiences of working part-

time to enhance and refine their academic knowledge, motivation and employment

prospects (Curtis & Shani, 2002; Curtis & Williams, 2002). Thus, some researches have

concluded that a combination of financial needs and the opportunity to gain

experiences will ultimately enhance career opportunities in the future (Harvey, 2000;

Devlin, James & Grigg, 2008; Nonis & Hudson, 2006). According to the research

conducted by Watts and Pickering (2000), while working part-time and studying full-time

has a variety of positive outcomes, respondents generally viewed part-time employment

as a necessity to survive in the contemporary higher education sphere. In Manthei and

Gilmore's (2005) study, it is understandable that the money earned from part-time

employment is spent usually on essential living expenses. From the perspective of

students themselves, part-time work is often an introduction to the real world which will

assist them both in personal and career development especially in the higher education

sector (Tymon, 2013; Tomlinson, 2007).

The study of Elisabeth Hovdhaugen (2015), emphasizes that there are many

possible factors why students leave in a specific university before having the degree of

completion, and one of the most commonly cited is being engaged to work while
studying. With the use of survival analysis, this paper evaluates the impact of

employment status on dropout rates. It identifies that employment status does have an

influence on dropout rates to students who are less likely to complete their program

due to working full time alongside studying full time than students working short part-

time or not working at all. However, it seems that working more than 20 hours a week

increases the risk of dropout as much as full-time work as if there is a threshold to how

much students can work.

Based on the study of Rajeev Darolia (2014), there are a growing number of

students in college that are working and to a greater extent. Using nationally

representative data from the 1997 National Longitudinal Survey of Youth, he analyzes

the different effects of working on grades and credit completion for

undergraduate students in the United States. There are strategies to identify the causal

relationship between working and academic performance including student-level fixed

effects to control for permanent, unobserved characteristics that may affect both work

and study intensity, and system GMM models to account for potentially endogenous

relationships between both aspects that vary over time. He examines that with a

particular focus on differences between full-time and part- time students, consequences
of working for diverse subgroups will deal with it. Furthermore, he finds no evidence in

harming the students’ grades by marginal work hours, but that full-time students

complete fewer credits per term when increasing work.

Local Literature

According to the Commission on Higher Education (CHED) about 216,000 students

in the country are currently juggling school and work, this figure is about 8% of the total

number of college students in the country. CHED said working students today are

mostly into food service, entertainment and sales, apart from their usual stints as library

and research assistants. "Due to financial crisis that’s why they need a extra income,"

said lawyer Julito Vitriolo, officer-in-charge at CHED's office of the executive director.

He also added that these students are forced to work because of higher commodity

prices and tuition fees. The CHED said that only 50% of working students get to finish

college, as many cannot cope and cannot concentrate on their studies, while some have

poor health, while others give up because of insufficient funds. CHED advised working

students to get jobs that are not that demanding, and that are more closely related to

their courses.
Foreign Literature

According to the National Center for Education Statistics in America, in 2007

nearly

half (45 percent of “traditional” undergraduates—that is, students between the ages of

sixteen and twenty-four attending college full time—worked while enrolled. About 80

percent of traditional-age undergraduates attending college part time worked while

enrolled. The amount of time students spend working has been of increasing concern

for the educators that serve them and, in some instances, the students themselves.

Recent data would indicate that 80% of American undergraduates worked while

attending college in 1999-2000 (King, 2003).This represents an 8% increase over the

class less than a decade previously, among whom 72% worked (Cuccaro-Alamin &

Choy,1998). Further, there appears to be a strong body of literature that points to the

positive effects of not working versus working while attending college (King, 2002;

Pascarella & Terenzini, 1991).

As College Board policy analyst Sandy Baum argues in a 2010 collection of essays

edited, Understanding the Working College Student: New Research and Its Implications

for Policy and Practice, while some of these students are awarded “work” as part of their

financial aid package ,other students either do not receive work-study funding or find
such awards insufficient to cover the costs of attendance. Some traditional-age students

may use employment as a way to explore career options or earn spending money.

For other students, particularly adult students, work is a part of their identity, as

Carol Kasworm, a professor of adult education at North Carolina State University, and

other contributors to Understanding the Working College Student point out. Regardless

of the reason for working, trying to meet the multiple and sometimes conflicting

simultaneous demands of the roles of student, employee, parent, and so on often creates

high levels of stress and anxiety, making it less likely that students will complete their

degrees. How does Working Affects Students’ Success. Some researchers have reported

that “the more time a student devotes to employment, the less he or she has for either

academic or social activities” (Fjortoft, 1995). Although this may leave the students with

less time, what is the impact on college success? Some studies have looked at the effects

of working on social and academic integration—or student engagement. This is an

important component in student behavior theory (Bean, 1985; Pascarella & Staver, 1985;

Tinto, 1975) that has long been linked with persistence (Kuh, 1995; Pascarella &

Terrenzini, 1983).

Lundberg (2004) examined a national sample of 3,774 responses to the College

Student Experiences Questionnaire (CSEQ) and found that students working more than

20 hours per week reported significantly fewer interactions with faculty and lower quality

student relationships with peers. Cheng (2004) examined how work affected the

academic and social experience of college students, using a mixed method design, and

found “no significant difference between working and nonworking students in their
academic and social experience, though working students’ GPAs are lower than those of

the nonworking”(p. 1).

Synthesis

It is typical nowadays for students to work while studying to pursue their dreams

in life. Expenses for college education` are never cheaper as generation passes by. Some

families can afford tuition fees; however, most of the families cannot afford to send their

children to pursue a college degree. Hence, one of the best ways to earn a degree and to

fulfill dreams is to work while studying. Some of the working students are employed in

the fast food chain as service crew. Some, especially those with capital, invest in small

businesses. (Jay Bagabaldo 2015)

Working while studying gives you a dissimilar perception of the institute

experience. Varying from friends to classes and jobs, all working students will

comprehend how complicated it can get. It is of great concern for the students who are

pursuing their education and earning at the same time. The prime advantage of working

while learning is that they groom themselves as they enter into their professional life. It is

not as easy to work and educate yourself at the same time; you have to compromise many

other things just for the sake of the betterment of your life (Nancy 2017).
 Despite their financial difficulties, Filipino students are nonetheless able to support

themselves through employment. Online jobs, paid corporate internships, fast-food crew

positions, and school jobs are the job alternatives for Filipino working students,

according to The Working Student (2016).

Filipino students struggle because they must maintain academic performance in order to

avoid receiving a failing grade and achieve the standards in their work in order to keep

their jobs.
 CHAPTER III

METHODOLOGY

Research Design

In order to have an overview of the Effects of Transition of face -to-face classes

to academic performance of working senior high students, a quantitative approach

through giving of questionnaire to the respondents will be used.

As descriptive study, the researcher gathered information and data to give

emphasize to the issue of effects of transition of face-to-face classes to the academic

performance of working students. It described the area of interest adequately. In line with

the quantitative method, a questionnaire is presented and serves as the instrument of the

study. The chosen respondents are given a time to answer the set of questions.

In this study, the researcher enables to formulate the generalizations of the study

through the guide of the answers of each participant.

Research Participants

This study have respondents directly from the chosen senior high school students

of Manapla National High School introduced to the effect sudden transition of face-to

face classes to working students. All of the participants will the respondents of the study.

Herein,the respondents is given time to answer the survey questionnaire.

Sampling Procedure

A total of 1200 Senior High School students will be chosen equally . This will
constitute the study participants from the total population of students , in as much as

the objects of the study revolved on the students per section and the factors

surrounding their academic behavior and performance. They will be chosen using

stratified random sampling.

It extends to more than conducting an interview or making observations. Among

the several steps in the process one is to find people to study and to gain access and

establish a good relationship so that the participants will provide good data. To

determine a strategy for purposeful sampling of individuals and site is an interrelated

step in the data collection process.

Research Instrument

In the collection of data, this study provided questionnaire with set of questions

that are answered by the respondents. The questionnaires consist of set of specific

questions that determined the effects of transition of face-to-face classes to the

academic performance of working students.

Data Gathering Procedure

The researchers have a direct contact with the respondents and personally

administered the research instruments. Also the discussion of the importance of the study

and accomplished the distribution of the instruments properly.

The respondents have free time to answer the given form and to avoid them to

provide unnecessary answer. Before the researchers started the survey they will do first

an orientation to the students for the survey to be organized. The researcher will conduct

a room to room survey on gathering the answered questionnaires. The researcher will

assure that the time they consume is the free time of the respondents.

All the collected results were being interpreted by the researcher. The data will be the

basis or the analysis of the study for it to be successfully done.

Data analysis

The methods used for collecting data are as already mentioned a questionnaire.

The information from the questionnaire gives answer to questions related to work ,the

senior high school students have in this part of the study.

The information gained from these questionnaires is transcribed for each students .

After gathering the questionnaires from the respondents, each of the

questionnaires are numbered, so that it will be easier to recognize and code. For closed-

ended questions, our group will use Microsoft Excel to create a code book by typing in
each of the main categories. In Excel, we will count the number of working students and

we will calculate their average age. To facilitate the process, all the recorded data in the

codebook was transferred to SPSS. Furthermore, for the last open-ended question, each

answer from the participant was typed and printed out to identify the similarities and to

more easily group into different categories. Then, we will do content analysis. After that,

we will analyze each of the items by way of calculating for percentage.

After analyzing all the gathered data, we will conclude what the possible

recommendation would we advice to the situation.

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Robinson, L. (1999). The effects of part-time work on school students.

https://research.acer.edu.au/ lsay_research/18

Acaso, M. ., Insopido, A. H. ., Tan, M. J. G. ., Vega, R. J. F. ., & Dela Fuente, A. L. .

(2019). The Effects of Working while Studying to Senior High School Students at

Bestlink College of the Philippines Academic Year 2018-2019.

Le Barbanchon, T, D Ubfal and F Araya (2019), “The Effects of Working While in

School: Evidence from Uruguayan Lotteries”, CEPR Discussion Paper 1382

Pregoner, J. M., Accion, N., Buraquit, D., & Amoguis, A. (2020, April 26). The

Experiences of Working While Studying: A Phenomenological Study of Senior High

School Students. https://doi.org/10.35542/osf.io/w5t7a

Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of

working on the academic performance of full-time and part-time students. Retrieved from

https://econpapers. repec.org/article/ eeeecoedu/v_3a38_3ay_

3a2014_3ai_3ac_3ap_3a38-50.htm

Curtis, S., & Shani, N. (2002). The effect of taking paid employment during term- time

on students' academic studies. Retrieved from https:// www. tandfonline. com/

doi/abs/10.1080/03098770220129406

https://www.studocu.com/ph/document/central-mindanao-university/research/a-

comparative-ana
APPENDIXES