Group 3 PR1 Q3 PT3.1 Research Introduction With Optional Methodology Draft Submission

DEPARTMENT OF EDUCATION
REGION III
Division of City of San Fernando
PAMPANGA HIGH SCHOOL
PHS Blvd., Brgy. Lourdes, City of San Fernando, Pampanga
Tel. No. (045) 961-4261 website: www.pampangahigh.school
Work-Study Harmony: A Phenomenological Study of The Lived Experiences
Among Working Students with Academic Achievement
Ledesma, Mylescent Faye M.
Ma. Samantha Lising E.
Magtoto, Stephanie Karen S.
Lacson, Drew A.
Lingat, Deyniel
______________________________________________________________________________
Pampanga High School
LIVED EXPERIENCES OF WORKING STUDENTS 2
11-STEM 16
Group 3
A Research Introduction Presented to
the Senior High School Department,
Pampanga High School,City of San Fernando, Pampanga
In Partial Fulfillment of the Requirements in
Practical Research 1
Riwa M. Cruz
Research Teacher
April 5, 2023
______________________________________________________________________________
APPROVAL SHEET
This is to certify that this Research titled, “Work-Study Harmony: A Phenomenological
Study of The Lived Experiences Among Working Students with Academic Achievement”
prepared and submitted by Ledesma, Mylescent Faye M., Ma. Samantha Lising E., Magtoto,
Stephanie Karen S., Lacson, Drew A., Lingat, Deyniel, of Grade 11-16, Second Semester S.Y.
2022-2023 in partial fulfillment of the requirements in Practical Research 1, has been examined
and recommended for acceptance and approval.
Riwa M. Cruz
Research Teacher
RESEARCH EVALUATION COMMITTEE
Riwa M. Cruz
Research Teacher
______________________________________________________________________________
Edilberta C. Esguerra Lyn M. Esguerra
Head Teacher VI Principal IV
CERTIFICATE OF ORIGINALITY
We hereby certify that this Research is our work and that, to the best of our
knowledge and belief, contains no material previously written or published by another
person or organization or any material which has been accepted for the award of any
degree or diploma or institution of higher learning, except where due acknowledgment is
made thereof.
Furthermore, we declare that the intellectual content of this research is the product
of our work although we have received assistance from others on the manner of
organization, presentation, language, and style.
Mylescent Faye M. Ledesma
Researcher
Ma. Samantha E. Lising
______________________________________________________________________________
Researcher
Stephanie Karen S. Magtoto
Researcher
Drew A. Lacson
Researcher
Dhel Deyniel Lingat
Researcher
Attested by:
Riwa M. Cruz
Research Teacher
______________________________________________________________________________
ACKNOWLEDGMENTS
______________________________________________________________________________
ABSTRACT
______________________________________________________________________________
TABLE OF CONTENTS
Page
Title Page............................................................................................................................... i
Approval Sheet....................................................................................................................... ii
Certificate of Originality........................................................................................................ iii
Acknowledgements................................................................................................................ iv
Abstract.................................................................................................................................. vi
Table of Contents................................................................................................................... xi
Introduction..........................................................................................................................
Background of the Study…………………………………………………….……
Literature Review.....................................................................................................
Statement of the Problem.........................................................................................
______________________________________________________________________________
Scope and Delimitation...............................................................................................
Significance of the Study.........................................................................................
Definition of Terms .................................................................................................
Methodology………......................................................................................................
Research Design………………………………………………………….……
Sampling............................................................................................................
Instrument...........................................................................................................
Data Collection..................................................................................................
Ethical Issues......................................................................................................
Data Analysis......................................................................................................
References......................................................................................................................
______________________________________________________________________________
Work-Study Harmony: A Phenomenological Study of The Lived Experiences
Among Working Students with Academic Achievement
INTRODUCTION
Background of the Study
The rampancy of working students worldwide is a widespread issue that has affected
students' academic performance and lives. In 2022, there is an approximately 260,000 working
students in the Philippines. It was also stated that 8% of these students are college students.
(Galletto, 2022). While in another study by Beer., et al. (2019), Nearly 70% of community
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college students are working while studying. Additionally, employed working students from the
age of 16 to 24 years old are approximately 19,332,000, and 5,730,000 of this group are young
workers in service industries. On the other hand, 3,852,000 are employed in wholesale and retail
trade industries. (USDL, 2020).
Working students are more exposed to frequent challenges due to balancing work and
study. They often face challenges balancing work, study, relationships, and leisure time,
according to Chiang., et al. (2020). Working students face challenges in sacrificing their leisure
time to balance work and study. In another study by Payusan., et al. (2022), Working students
have many challenges that they must face, including time management in studying. In
accordance with Summer., et al. (2023), These working students have difficulties managing their
time concerning relationships, work, and school.
Although students who work part-time jobs are common, there have been relatively few
studies conducted on the coping mechanisms and experiences of working students who are
dealing with the stress of effectively managing their time to perform both academically and
professionally.
This study aims to describe and analyze the lived experiences of working students with
academic achievements. The findings from this study would aid in addressing working students’
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struggles in balancing working and studying. Furthermore, this study would help raise awareness
about the challenges of working students.
In a study by Coral., et al. (2020), A Working student refers to a person who combines
work while studying. These students make an effort to perform well academically as well as
professionally. They put in their best effort in both areas. Moreover, being a working student
could be challenging because they are expected to devote the same energy and focus on their
studies and work.
Upon attempting to balance work-study life, students also have experiences they go
through and gain in their everyday lives. Some of these experiences are vital, positive, and
negative, affecting their lives as they harmonize work-study life. In accordance with Azis., et al.
(2021), Working students experience challenges and struggles in juggling work and study.
Contradicting to that, in this study conducted by Stevenson., et al. (2022), The experiences of
working students are mainly positive in expanding skills, confidence, and persistence. They also
experience a break free from the demands of school. According to Atashzadeh-Shoorideh., et al.
(2020), While working and studying may lead to stress and pressure, they are also vital in
preparing students in their chosen field for the future. Students may gain experience in the
harmony of work and study. In a recent study by Sahd (2022), There are also fear and
uncertainties among working students, but upon feeling fear, they also experience hope.
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Moreover, in one early work by Pedroso., et al. (2020), Working students experienced
coping with job responsibilities while studying. Mutya., et al. (2022), Working students still
achieve academic achievements, contradicting some research. Moreover, despite most working
students' challenges, they tend to experience coping with these dilemmas by seeking support
from their family and friends. Working students' experiences are vital, valuable, and full of life
lessons, which may help them balance working and studying by expanding their capabilities,
skills, and confidence. Furthermore, these experiences help working students in preparing them
for their chosen careers in the future. These students also experience a break from the demand of
schoolworks. Thus, working students also go through negative experiences, such as experiencing
stress, pressure, fear, and uncertainties.
Literature Review
The purpose of this literature review is to present current information about the lived
experiences of working students with academic achievements, including their driving forces to
work while studying, the challenges they face, and how they balance their time effectively to
perform academically and professionally.
Driving Forces
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Although working and studying are simultaneously challenging, working students have
driving and motivational forces that push them to combine their work while studying. In an early
study by Pregoner., et al. (2020), Financial instability, opportunities for self-improvement, and
intrinsic motivation to integrate theory and practice are only a few of the primary driving forces
for students to maintain employment while pursuing higher education. While,in another study by
Beer., et al. (2019), Working may be necessary for financially unstable students because students
are compelled to work while studying to sustain the high cost of living expenses and university
tuition fees. Moreover, according to the findings of (Tumin., et al. 2020), Working students are
employed while studying because they need to maintain financial necessities and further enhance
working students' skills. In a study by Balacuit., et al. (2022), Working students' motivation to
work while studying is due to their families' basic needs due to lack of financial maintenance due
to death and unemployment. It was also further discussed that university students support
themselves to sustain their tuition fees expenses; this implies that being underprivileged is
irrelevant to refrain these working students from going beyond their limitations due to financial
instability. Overall, working students juggle work and study to sustain financial necessities; this
includes basic needs, living expenses, tuition fees, and supporting their families financially. On
the other hand, students also work to enhance and learn new skills that may help them in their
future careers.
Challenges
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Challenges are inevitable for students working while studying, and they may face
struggles and obstacles while balancing work-study life. In a study by Muico., et al. (2022),
Some working students have difficulty balancing their time between working and studying. In a
research study by Abenoja., et al. (2019), Working students have difficulty managing their time
between work and study because of workloads. According to Chiang., et al. (2020), Maintaining
a delicate balance of study, work, and sleep can be challenging for working students. Working
students sacrifice their sleep time to work or study. Moreover, the pressure of work and study
may harm their sleep quality and quantity. In another study by Summer., et al. (2023), working
while studying harms students' time with their family, friends, and even leisure time, implying
that challenges in
balancing work-study life may affect the working students' social relationships and lives and
cause mental health dilemmas. In another study conducted by Coral., et al. (2020), Working
students' major crises mainly affect their academic performance. Some of the challenges involve
students' difficulty maintaining a balanced time between working and studying, which may affect
their performance in school. Furthermore, due to the financial instability of working students,
they face a crucial challenge in performing academically; thus, they must also perform
professionally. They also emphasize that working students have priorities to attend to, thus
implying that this prevents them from performing well academically due to the need to clarify
what to prioritize between working and studying.
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Similarly, in a research study by Payusan., et al. (2022), Working students have many
challenges that they must face, including time management in studying. Some of them have a
negative impact, such as low academic performance. In a recent study by Stevenson., et al.
(2022), Working students may deal with stressors that affect their health due to their challenges.
Moreover, according to Atashzadeh-Shoorideh., et al. (2020), working and studying
may lead to stress and pressure. Lastly, in a recent study by Pedroso., et al. (2020), Working
students' challenges lead them to decide whether to continue working while studying because of
their struggles. In brief, working students face various challenges, notably time constraints,
which lead them to decide what to prioritize between working and studying. Employed students
may also sacrifice leisure time, negatively affecting their social lives and mental health. In
contrast, even
though working students deal with struggles, they still choose to work in order to satisfy their
motivational forces to work.
Time Management
Without a doubt, working students have a hard time balancing work-study life, and they
further developed and improved techniques or ways to balance their time efficiently to sustain
the role of an employed student. According to Romorosa., et al. (2022) study findings, working
students' work-study balance is possible. They frequently develop strategies to help them balance
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their time between working and studying. Furthermore, they also consider that support systems
from their family, friends, life partner, self-personality, and God's faith help them manage their
time to perform academically and professionally. Additionally, in a research study by Abenoja.,
et al. (2019), working students manage their time by dividing and regulating their time to study
and work equally.
Similarly, in another research study by De Guzman & Francisco (2021), Working
students balance their time between work and school by organizing a schedule, setting priorities,
and developing self-discipline. Lastly, in this study by Mahler (2020), Students balance their
time between work and study because the visa condition limits them from working more than 20
hours per week. This condition has helped international working students to regulate a balance
between work and school. In conclusion, working students' ways of balancing time to sustain
their role in both work and school include regulating and dividing their time to study and work
equally with
the proper setting of priorities and organizing a schedule. Working students also gain strength
from their support system, such as their family, friends, life partner, and most importantly, God,
to balance work-study life. In addition, conditions that limit students from working more than 20
hours per week also help them to implement work-study harmony
Due to the work-study balance, working students experience stress and pressure.
However, on the other hand, working while studying may help working students expand their
______________________________________________________________________________
capabilities, skills, and confidence. Working students also face difficulties. These challenges
include harming their time with their family, friends, and even leisure time which causes mental
health dilemmas.
Furthermore, working students encounter obstacles in managing their time between
working and studying. However, they developed and acquired techniques to balance their time
effectively by properly setting priorities and organizing a schedule. Although working students
frequently face various challenges in balancing working and studying, they have driving and
motivational forces that push them to overcome these obstacles. They have to work to sustain
their daily lives, sustain the high cost of living expenses and university tuition fees, and due to
their families' basic needs.
Statement of the Problem
This study aims to describe and analyze the lived experiences of working students with academic
achievements.
Specifically, it aims to answer the following questions:
1. What are the driving forces of students to work while studying?
2. What are the challenges of students who work while studying?
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3. How do working students balance their time between work and school?
4. What life lessons can be gained from the experiences of working students with
academic achievements?
Scope and Delimitation
This study covers the lived experiences of working students with academic achievements. It
focuses on their driving forces to work while studying, how do they balance their time to study
and work, what challenges they face, and how they cope with these challenges.
The conduct of the study is within the Second Semester of School Year 2022-2023 in the
City of San Fernando, Pampanga.
This study is limited to working students with academic achievements, with ages 16 and
above, and are studying in Pampanga High School.
Significance of the Study

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This study will benefit the following groups or individuals.
Working Students. The findings of this study may help in creating awareness on experiences and
challenges that working student face. Furthermore, this study may help working students address
their time management effectively to perform well academically and professionally.
School Personnel and Faculty Members. The findings of this study will provide additional
insights and knowledge to school personnel and faculty members, allowing them to utilize better
educational institutions that may be of assistance to students who are also working while they are
pursuing their education.
Researchers. The insights from this study may be useful for researchers in gaining information.
about working students that may contribute to their studies.
Definition of Terms
In order to further understand the contents of the study, the following conceptual and/or
operational definitions of technical terms used in the study are as follows:
Academic Achievement. It portrays the academic performance of students, as well as
the indication of students' completion of specific learning goals. (Ali et al., 2013)
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In this study, it refers to the student's academic attainment or success achieved through
great effort, courage, and skill.
Driving Forces. This pertains to someone or anything that pushes to make things
happen. Simply put, it is the main factor that motivates something to happen. (Cambridge
Dictionary)
In this study, it refers to the motivational forces of students to work while
studying.
Lived Experiences. Pertains to one's experiences that give other people lessons,
knowledge, and understanding. (Cambridge Dictionary)
In this study, it refers to the life experiences of working students as well as the
lessons they gain from their experiences and choices.
Working Students. Pertains to a person who is working and studying simultaneously to
sustain their living expenses and support themselves while helping their parents financially.
(Gutierrez., 2019)
"In this study, working students are those who work while enrolled and studying
in Pampanga High School."
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METHODOLOGY
This study is qualitative in nature. According to _________( ), qualitative research
_________________________________________.
Research Design
Phenomenology research design will be used in this study. Delve., et al. (2022), defines
phenomenology as a study that deals with investigating and understanding the lived experiences
of humans while the researchers have preconceptions and assumptions regarding the
phenomenon or circumstances. In simpler terms, phenomenological research studies daily life
experiences to widen the researcher's knowledge about a particular phenomenon.
This design is most appropriate for this study because it will allow us to understand and describe
the lived experiences of our participants while also gaining lessons about their actions,
motivations, and overall experiences in a way that phenomenology will give us the flexibility to
engage in describing their lived experiences.
Sampling
There will be participants who will be chosen using purposive sampling. According to
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Bernard (2017), The approach known as purposive sampling is a form of nonrandom sampling
that does not require a definite number of participants. The researcher will decide what
information is necessary and then seek out participants who are willing to share information
based on their personal experiences and knowledge. This technique is most appropriate to use for
the study as it will provide us with various methods of identifying and selecting information that
is helpful to our chosen phenomenon. It will also help us identify which specific information is
vital to our study.
The general considerations in choosing the participants to include in the study will be
the following: (1)_____ , (2)_____ and (3)_____.
Instrument
A semi-structured, open-ended interview guide will be used as the research instrument to
collect data from the participants via online platforms.
Semi-structured questionnaires will be used in the study for data collection. According
to Wilson (2014), Semi-structured questionnaires _________________________________.
Consequently, open-ended questions will be used. The _________ used in the study will be
validated by ___________________ to ensure validity and reliability of the instrument for
appropriate and accurate information.
Conciseness, sequential arrangement of items- from the simplest to the most complex
question- and establishment of the constructs and research questions will be the factors
considered in designing the research instrument for better facilitation of data collection and
analysis.
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Data Collection
Pre-data Collection
Before the actual data collection, necessary forms for the conduct of the study will be
prepared and developed by the researchers. Contents of the validated research instrument will be
encoded by the researchers in Google Form. After determining the number of participants via
purposive sampling technique and identifying the criteria of the participants to be included in the
study, Messenger accounts of possible participants will be obtained. The researchers will secure
the necessary permits to ensure compliance to the proper procedure of conducting a study before
proceeding to actual data collection.
Actual Data Collection
Data collection shall start by sending the validated Google Form link of the interview
questionnaires to the Messenger accounts of identified participants. With the incorporation of
the informed consent in the Google form, voluntary participation will be assured.
Post Data Collection
After collecting required data, the researchers will access the responses for the
questionnaire via Google Form. These data will be analyzed and interpreted for the presentation
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of the study’s findings, conclusion, and recommendations. Access to the Google form responses
will only be accessible to the research teacher and researchers to ensure privacy and
confidentiality of information gathered from the participants.
Ethical Considerations
Various ethics in research will be considered in the conduct of the study, with specific
reference to the Data Privacy Act of 2012. Necessary permits, consent, and assent forms will be
obtained in the conduct of the study. There will also be voluntary participation from the
participants. Safety measures will be observed to ensure protection of both the researchers and
participants. Information will be handled with confidentiality and will only be accessed by
authorized persons specified at the start of the study. Proper procedures before, during and after
data collection will be followed. Authenticity of findings will be preserved to ensure unbiased
results and validity and reliability of the study.
Data Analysis
Data gathered will be analyzed using thematic analysis. A study by Braun., et al. (2012)
Defines thematic analysis as a technique widely used for analyzing qualitative data. Thematic
analysis gives the researcher the foundation skills to interrelate with several methodologies for
qualitative data processing. This is the most appropriate data analysis technique to use because it
will allow us to give rise to new insights and concepts obtained from the data, allowing us to
have a flexible approach to interpret and present the data.
References
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Abenoja, R., Accion, N., Aguillar, J., Alcasid, M., Amoguis, A., Buraquit, D., Mama,
A., Pacente, J., & Pame, J. (2019). The Experiences of Working While Studying: A
Phenomenological Study of Senior High School Students. OSF.
https://osf.io/w5t7a/download
Ali, S., Haider, Z., Munir, F., Khan, H. and Ahmed, A. (2013) ‘Factors contributing
to the students’ academic performance: a case study of Islamia University sub-
campus’, American Journal of Educational Research, Vol. 1, No. 8, pp.283–289
http://www.sciepub.com/reference/67292
Al Azis, E. N., & Yusanti, G. (2021). Part-Time Working Opportunities and the
Impact on Students’ Academic Achievement. Middle Eastern Journal of Research
in Education and Social Sciences, 2(3), 25-45.
https://doi.org/10.47631/mejress.v2i3.277
Atashzadeh-Shoorideh, F., Majd, H. A., Manoochehri, H., & Imani, E. (2020).
“Nursing students’ experiences of work while studying: a qualitative study.”
ResearchGate.
https://www.researchgate.net/publication/343361866_Nursing_students
%27_experiences_of_work_while_studying_a_qualitative_study
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Balacuit, C. V., & Lopio, L. M. (2022). WORKING WHILE STUDYING: THE
ACADEMIC CHALLENGES OF WORKING SCHOLARS. ResearchGate.
https://www.researchgate.net/publication/361627711_WORKING_WHILE_STUDY
ING_THE_ACADEMIC_CHALLENGES_OF_WORKING_SCHOLARS
Beer, A., & Bray, J. B. (2019). The College-Work Balancing Act. Eric -
Education Resources Information Center.
https://files.eric.ed.gov/fulltext/ED605123.pdf
Bernard, H. R. (2017). Research methods in anthropology: Qualitative and
quantitative approaches. Rowman & Littlefield.
https://ds.amu.edu.et/xmlui/bitstream/handle/123456789/11396/Russel-Research-
Method-in-Anthropology.pdf?sequence=1&isAllowed=y
Chiang, Y. C., Arendt, S., & Sapp, S. (2020). Academic performance,
employment, and sleep health: A comparison ... Academic Performance,
Employment, and Sleep Health: A Comparison between Working and Nonworking
Students. https://files.eric.ed.gov/fulltext/EJ1248452.pdf
Braun, V., & Clarke, V. (2012). Thematic analysis. American
Psychological Association. https://psycnet.apa.org/record/2011-23864-004

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Coral, A. F., Atillo, E. D., Baldoviso, J. J., Binigay Jr, R., Bugtong, J., & Bernales
Jr, G. (2020). Challenges encountered by working students that affect their
academic performance. Ascendens Asia Singapore–Bestlink College of the
Philippines Journal of Multidisciplinary Research, 2(1).
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1682
DAHE, Q. R. K. E., & GAYLO, F. M. L. D. (2022). Striking a Balance during a
Pandemic: A Portraiture of Working Filipino Students in Online Learning
http://ibaness.org/bnejss/2022_08_02/04_Romorosa_et_al.pdf
De Guzman, J., & Francisco, C. (2021). School and Work Balance: The Experiences
of Working Students in the Covid19 Pandemic. IJARW | International Journals of
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https://ijeais.org/wp-content/uploads/2021/4/IJAMR210448.pdf
Delve, H. L., & Limpaecher, A. (2022). What is phenomenological research design?
— Delve. Delve. https://delvetool.com/blog/phenomenology
Driving force. (2016). Cambridge Dictionary | English Dictionary, Translations &
Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/driving-force
______________________________________________________________________________
Galleto, J. (2022). Best Healthcare Provider for Working Students.
https://mariahealth.ph/resources/articles/best-healthcare-provider-for-working-
students/
Gutierrez, J., Imperial, A., Manuel, J., Manzano, N., Mati, N., Patalinghug, J.,
Reparejo, D., Galimba, M., Gamose, L., Madrid, K., Peralta, A., Valdez, F., &
Zabala, E. (2019) Two in One: Struggles of Working Students. ResearchGate.
https://www.researchgate.net/publication/331815496_2in1strugglesofworkingstuden
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Thesaurus. https://dictionary.cambridge.org/us/dictionary/english/lived-experience?
q=lived+experiences
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Mahler, M. L. (2020). Study-work-life balance: Challenges for international
students. Transitions: Journal of Transient Migration, 4(2), 223-233.
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Muico, E. J. G., & Requinto, J. B. A. P. (2022). Assessing the Academic
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Mutya, R. C., Geverola, I. J. R., Cano Jr, A. C., & Friolo, R. V. (2022). Coping with
uncertainties: Unveiling the lived experiences of working students in the new
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Payusan, A., Arrofo, M. J., Codilla, L. A., Gaco, S., Dakay, D. K., & Cortes, V.
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Pedroso, J. E. P., Crudo, M. L., Magno, L., & Mellizo, H. L. (2022). Social Studies
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Pregoner, J. D., Accion, N., Buraquit, D., & Amoguis, A. (2020). The Experiences of
working while studying: A phenomenological study of senior high school students.
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Stevenson, E., Smith-Han, K., & Nicholson, H. (2022).” Medical students’
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_of_studying_while_working_part-time_and_the_effects_of_COVID-19
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Tumin, T., Faizuddin, A., Mansir, F., Purnomo, H., & Aisyah, N. (2020). Working
students in higher education: Challenges and solutions. Al-Hayat: Journal of
Islamic Education, 4(1), 79-89.
https://alhayat.or.id/index.php/alhayat/article/view/108
ACTIVITY GRADING SHEET

PR1 Q3 PT3.1 RESEARCH INTRODUCTION
Gr. and Sec. 11-STEM 16 Date April 5, 2023
Group No. 3
______________________________________________________________________________
Name Class
Leader’s Self-
Sign of Sign of
Rating Rating
(Surname, First Name, MI) No. Leader Member
/30 /10
Ledesma, Mylescent Faye M. G7 10/1

Research Leader
0
Proponents
Lising, Ma. Samantha E. G9 30/30 10/1
Secretary
0
Logistics Magtoto, Stephanie Karen S. G1 30/30 10/1
Manager 5 0
Lacson, Drew A. B4 30/30 10/1
Information 0
Technologist
Lingat, Dhel Deyniel B8 30/30 10/1

Reporter
0
GROUP GRADE GRADE HP REMARK

G S
SOURCES/FORMAT 2
*Follows APA 7.0 guidelines
*Has at least 10 related literature.studies, all not published not earlier than
2019 for related studies
( of these 10, at least 3 studies support the trends relating to the main topic,
and at least 3 studies support issues to establish relevance and need for the
study)
*No errors in APA 7.0 style
CONTENT AND FOCUS 2

*Has exceptionally clear, focused, and interesting research introduction
*Has strong, rich supporting details and examples that establishes the
background and other parts of the study
ORGANIZATION 2
______________________________________________________________________________
*Has strong background of the study, research questions, scope and
delimitations, and significance of the study
*Is consistent, coherent, and has logical progression
*Uses clear and skillful transition
STRUCTURAL DEVELOPMENT OF IDEAS 2

*Demonstrates logical and subtle sequencing ideas through well-developed
paragraphs; transitions are used to enhance organization
GRAMMAR AND MECHANICS 1

*Grammatical and structural error-free paper, including spelling and
punctuation *Has completeness and correctness of all required entries,
following all prescribed format
TIMELINESS 1
*Turned in required mode/s of submission through specified submission bin
on or before set due date
GROUP GRADE 10
Add: 1 point for submission on or before April 5,2023
TOTAL GROUP GRADE FOR PR1 Q3 PT 3.1
______________________________________________________________________________

Group 3 PR1 Q3 PT3.1 Research Introduction With Optional Methodology Draft Submission

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DEPARTMENT OF EDUCATION

Work-Study Harmony: A Phenomenological Study of The Lived Experiences

Among Working Students with Academic Achievement

Ledesma, Mylescent Faye M.

Ma. Samantha Lising E.

Magtoto, Stephanie Karen S.

A Research Introduction Presented to

the Senior High School Department,

Pampanga High School,City of San Fernando, Pampanga

In Partial Fulfillment of the Requirements in

This is to certify that this Research titled, “Work-Study Harmony: A Phenomenological

and recommended for acceptance and approval.

RESEARCH EVALUATION COMMITTEE

Edilberta C. Esguerra Lyn M. Esguerra

Head Teacher VI Principal IV

knowledge and belief, contains no material previously written or published by another

degree or diploma or institution of higher learning, except where due acknowledgment is

organization, presentation, language, and style.

Mylescent Faye M. Ledesma

Ma. Samantha E. Lising

Stephanie Karen S. Magtoto

Dhel Deyniel Lingat

Certificate of Originality........................................................................................................ iii

Background of the Study…………………………………………………….……

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

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

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

Work-Study Harmony: A Phenomenological Study of The Lived Experiences

Among Working Students with Academic Achievement

Background of the Study

trade industries. (USDL, 2020).

time concerning relationships, work, and school.

about the challenges of working students.

studies and work.

stress, pressure, fear, and uncertainties.

perform academically and professionally.

what to prioritize between working and studying.

Moreover, according to Atashzadeh-Shoorideh., et al. (2020), working and studying

motivational forces to work.

time to perform academically and professionally. Additionally, in a research study by Abenoja.,

and work equally.

Similarly, in another research study by De Guzman & Francisco (2021), Working

hours per week also help them to implement work-study harmony

Furthermore, working students encounter obstacles in managing their time between

their families' basic needs.

Statement of the Problem

Specifically, it aims to answer the following questions:

1. What are the driving forces of students to work while studying?

2. What are the challenges of students who work while studying?

Scope and Delimitation

City of San Fernando, Pampanga.

above, and are studying in Pampanga High School.

Significance of the Study

their time management effectively to perform well academically and professionally.

pursuing their education.

about working students that may contribute to their studies.

operational definitions of technical terms used in the study are as follows:

Academic Achievement. It portrays the academic performance of students, as well as

great effort, courage, and skill.

In this study, it refers to the motivational forces of students to work while

knowledge, and understanding. (Cambridge Dictionary)

lessons they gain from their experiences and choices.

Working Students. Pertains to a person who is working and studying simultaneously to

the following: (1)___ , (2)_ and (3)___.

Chiang, Y. C., Arendt, S., & Sapp, S. (2020). Academic performance,