Exploring the Influence of Poverty on the Decision to be a Working Student

A Thesis Paper Presented to

Faculty of Carlos Hilado Memorial State University

Talisay City, Negros Occidental

In Partial Fulfillment

Of the Requirement in Thesis Writing

Researchers :

Lanada, Jun Dainniel

Limbaga, Czedrian

Pachica, Fria Marie

Sabla-on, Marie

Sercidillo, Alicia

Villafuerte, Hubert John

2023
 CHAPTER I

Background of the Study

Poverty can significantly impact a student’s decision to become a working student.

Financial need is one of the primary factors that motivates students to take on part-time or full-
time work while pursuing their education. According to a study by the National Center for
Education Statistics, students from low-income families are more likely to work while attending
college than students from higher-income families (McDonough, Antonio, & Trent, 2010). These
students often face significant financial barriers to accessing higher education, such as paying for
tuition, housing, and textbooks. Therefore, working while attending college can help alleviate
some of the financial pressures that low-income students face. According to Hogan, J., & Kim,
H. (2018), factors influencing the decision to be a working student are complex and multifaceted.
While financial need is a significant motivator for students from low-income backgrounds to
work while studying, personal choice and factors beyond just financial need can also play a role
in the decision to become a working student. For example, ambition, career goals, and family
background can all influence a student’s decision to take on the added responsibility of working
while pursuing their education. Furthermore, working students must balance the demands of
work and school, which can have both positive and negative impacts on their academic
performance and overall well-being. Therefore, it is important to understand the various factors
that influence a student’s decision to become a working student and to provide support and
resources to ensure that they can manage their responsibilities effectively.

Working students in Philippine public universities are students who work while pursuing
their studies, often coming from low-income families, and encounter challenges like financial
instability, academic pressure, and time constraints Filipino working students often struggle with
poverty due to the economic conditions in the Philippines, where many families face financial
difficulties and have low incomes. This makes it challenging for students from low-income
families to finance their education without working. Therefore, many Filipino students turn to
working while studying to support their education and help their families financially. These
difficulties can have negative effects on their academic performance and mental well-being.
Research indicates that these students have a high risk of dropping out because of the challenges
they face in balancing their work and studies. They usually hold low-paying and unstable jobs
that worsen their financial situation and increase their stress and anxiety levels.

According to the 2018 Annual Poverty Indicators Survey by the Philippine Statistics
Authority, about 21% of Filipino families were classified as poor. As a result, many students
from these families face financial difficulties that make it challenging for them to continue their
studies without working. Poverty is one of the primary reasons why many Filipino students
become working students. In the Philippines, families often struggle to make ends meet, and
students often need to work to support their education and assist their families financially (Belen,
2019). Poverty is a major motivator for many Filipino students to become working students.
While working can help students support their education and families, it can also present a
number of difficulties, such as time management and academic performance. Therefore, it is
critical to provide additional assistance to students from low-income households in order to help
them overcome financial hurdles to education and succeed in their studies.

According to Caparas, G. T. (2019). Working students in the Philippines face several

challenges that can affect their academic performance and well-being. These challenges include
time management, financial difficulties, stress, health problems, work-related conflicts, and lack
of social support. Balancing work and academics can be especially challenging for students who
work long hours or have demanding jobs. Many low-income students must work to support
themselves and their families, and they frequently struggle to afford the high expense of
education at public colleges. As a result, many students must work part-time or full-time to cover
tuition, textbooks, and other expenditures. However, there are some studies that suggest that the
support provided to working students in the Philippines may not be enough. For example, a study
by Diestro and Robles (2018) found that working students in public universities in the
Philippines face various challenges, including financial difficulties, lack of time, and limited
access to resources. The study also found that the programs and services provided by the
universities to support working students were not adequate, and more support was needed to
address the students’ needs.

Another study by Hipe (2017) explored the experiences of working students in the
University of the Philippines Diliman. The study found that the students faced various
challenges, including balancing work and academic responsibilities, managing time effectively,
and dealing with financial constraints. The study also suggested that the support provided by the
university to working students, such as flexible schedules and financial assistance, was not
sufficient, and more support was needed to help the students succeed. Overall, these studies
suggest that while there are programs and services provided by some public universities in the
Philippines to support working students, they may not be enough to fully address the challenges
that these students face. Despite these challenges, working students in the Philippines public
institutions are motivated to succeed and are determined to overcome the obstacles they face.
Many of them value the opportunities that a college education can provide and are committed to
pursuing their academic and career goals.

The study "Exploring the Influence of Poverty on the Decision to be a Working Student"
was undertaken by social science researchers who were motivated to examine the underlying
reasons for students' decisions to juggle work and studies. Through this study, the researchers
aimed to gain insight into the various challenges faced by working students. The research also
sought to explore ways to support and uplift these students, given their critical role in the
workforce and the economy.

Statement of the Problem

The objective of this study is to delve into the experiences of students who work while studying.
It seeks to investigate the influence of poverty on their decision to take on employment while
pursuing their education, as well as the underlying personal and social factors that motivate
them. The study also aims to explore the challenges that these working students face in managing
their academic workload alongside work responsibilities, and the strategies they utilize to cope
with these challenges.
Specifically, it sought to answer the following questions:
1. What are the lived experiences of working students from low-income backgrounds?
2. How do these experiences shape their decision to work while studying?
3. What strategies do they employ to balance these demands?
4. To what extent do social support systems influence the decision of working students to pursue
both work and education?
Epistemological and Theoretical Perspective

In general, epistemology refers to the assumptions we make about the type or nature of
knowledge (Richards, 2003). Epistemology is concerned with methods of knowing and learning
about the social world, and it focuses on questions such as, "How can we know about reality?"
and "What is the basis of our knowledge?" (Snape & Spencer, 2003). This study will use
constructivism as an epistemological perspective to understand how individuals construct their
knowledge and understanding of poverty and the decision to become a working student. Reality,
according to an epistemological perspective known as "constructivism," is a creation of the
human mind, making truth relative. Constructivism presents that any understanding originates
from human interaction and experience. (Dudovskiy, 2011). The researchers used constructivism
as the study's theoretical perspective to present and comprehend the concepts that guided the
questions we sought and the results, with the aim of comprehending the factors that influence the
decision of CHMSU students to work while studying.

As posited by Science Struck and Buzzle.com, Inc. (2020), a theoretical perspective is a

hypothetical model that elucidates a particular phenomenon by highlighting its specific
characteristics, thereby contributing to a more profound comprehension of the said phenomenon.
It is predicated on certain hypotheses that highlight specific characteristics of a phenomenon and
help us understand it better. Simply said, they are employed in social sciences like sociology and
psychology to explain societal and individual behaviour as well as a variety of social problems.
In this study, the theoretical perspective employed is interpretivism. Interpretivism maintains that
people's experiences and perceptions influence their interpretation of reality, resulting in truth
and knowledge being subjective and shaped by cultural and historical contexts (Denzin &
Lincoln, 2017). The choice to adopt interpretivism in this study was made on account of the
phenomenological method employed. The study aimed to comprehend and characterize the
factors that impact the decision-making of CHMSU students to work while studying.
Scope and Delimitations

The scope of this study is to investigate the factors that influence the decision of CHMSU
students to become working students. The study will be conducted with a sample size of 5
participants, all of whom are currently enrolled as working students in CHMSU. The study will
be qualitative in nature, and will involve in-depth interviews with each participant. The data
collected will be analyzed using thematic analysis to identify common themes and patterns.

Significance of the Study

Working Students. The study sheds light on the factors that influence the decision of students to
work while studying, particularly in the context of poverty and personal choice. It can help
working students make informed decisions and understand the challenges they may face while
juggling work and academics.

Parents. The study can provide insights for parents who may be concerned about their children's
decision to work while studying. It can help parents understand the factors that motivate their
children to take on part-time jobs, the challenges they may face, and the potential benefits that
working can offer.

Teachers. The study can be beneficial for teachers who work with working students. It can help
them understand the challenges that working students face and the ways in which they can
support them in balancing their work and academic responsibilities. University Administrators:
The study can provide insights for university administrators on the challenges that working
students face and the ways in which the university can support them. It can also help
administrators design programs and policies that address the needs of working students.
Employers. The study can be useful for employers who hire working students. It can help them
understand the challenges that working students face and the potential benefits that working can
offer, such as developing time management skills, gaining work experience, and earning income
to support their education.

Policy Makers. The study can be beneficial for policy makers who are concerned about poverty
and education. It can provide insights into the factors that drive students to work while studying
and the ways in which poverty affects their decision. This can help policy makers design policies
that support low-income students who choose to work while pursuing their education.

Community Organizations. The study can be useful for community organizations that work
with low-income students. It can help them understand the challenges that these students face
and the ways in which they can support them in achieving their academic and career goals.

Future Students. The study can be informative for future students who are considering working
while studying. It can provide them with an understanding of the factors that influence the
decision to work, the challenges they may face, and the potential benefits of working while
pursuing their education.

Future Researchers. The study contributes to the existing literature on working students by
exploring the factors that influence their decision to work, particularly in the context of poverty
and personal choice. It can serve as a valuable resource for future researchers interested in this
topic.

Definitions of Terms

For clarification and better understanding of this study, the following terms used are
hereby defined conceptually and operationally.

Decision. Conceptually, decision refers to the process of choosing among a set of alternatives,
the one that will satisfy the decision-maker's objectives" (Keeney and Raiffa, 1976).
Operationally, Decision refers to the act of making a choice or choosing a course of action from
among several options. In this study, decision specifically refers to the choice made by an
individual to become a working student while pursuing higher education at CHMSU.
Poverty. Conceptually, poverty is a state of deprivation, where an individual lacks the necessary
resources to meet their basic needs" (Sen, 1999).
Operationally, Poverty refers to a state of being in which an individual or household lacks the
necessary resources to meet their basic needs, such as food, housing, healthcare, and education.
In this study, poverty may be measured using various indicators such as income level, family
size, and access to basic services, and is explored as a potential factor influencing the decision to
become a working student at CHMSU.

Employment. Conceptually, employment refers to the engagement of a person in any productive

activity, whether paid or unpaid, formal or informal, as an employee, self-employed or a family
worker" (ILO, 2013).
Operationally, Employment refers to the act of being engaged in a paid job or work, either part-
time or full-time. In the context of this study, employment specifically refers to the status of
being a working student while also pursuing higher education at CHMSU.

Working Student.Conceptually, a working student is an individual who is simultaneously

engaged in both education and employment" (Yorke and Longden, 2008).
Operationally, Working Student refers to a student who is currently enrolled in CHMSU and is
also employed, whether part-time or full-time, for the purposes of this study.

Education. Conceptually, education is the process of facilitating learning, or the acquisition of

knowledge, skills, values, beliefs, and habits" (UNESCO, 2015).
Operationally, Education refers to the process of acquiring knowledge, skills, and values through
formal or informal means. In this study, education specifically refers to the pursuit of higher
education at CHMSU, including degree programs and other training courses.

Coping Mechanisms. Conceptually, coping mechanisms are the cognitive and behavioral efforts
made to manage, reduce, or tolerate stressful events and circumstances" (Lazarus and Folkman,
1984).
Operationally, Coping Mechanisms refer to the strategies and techniques that individuals use to
deal with stressful situations or difficult circumstances. In the context of this study, coping
mechanisms may include emotional regulation, problem-solving, seeking social support, or
engaging in leisure activities to manage the demands of being a working student.

Strategies. Conceptually, strategies refer to a plan of action designed to achieve a particular goal
or set of goals, often in the context of a broader vision or mission" (Mintzberg et al., 1998).
Operationally, Strategies refer to the intentional plans and actions that individuals take to achieve
their goals. In this study, strategies may include academic strategies, such as time management
and study skills, as well as work-related strategies, such as job searching and networking.

Financial Needs. Conceptually, financial needs refer to the resources required to satisfy the
basic necessities of life, such as food, housing, healthcare, and education" (Schreiner and
Sherraden, 2007).
Operationally, Financial Needs refer to the financial resources required by individuals to meet
their basic needs and achieve their goals. In the context of this study, financial needs may include
tuition fees, living expenses, transportation costs, and other expenses related to being a working
student.

Personal Motivations. Conceptually, personal motivations are the inner drives, desires, and
aspirations that influence an individual's behavior and decision-making" (Deci and Ryan, 1985).
Conceptually, social factors refer to the external, contextual factors that shape an individual's
attitudes, beliefs, and behaviour, including cultural, social, economic, and political factors"
(Bronfenbrenner, 1979).
Operationally, Personal Motivations refer to the individual reasons or goals that drive one's
decision to become a working student. These motivations may include financial goals, career
aspirations, personal fulfillment, or a desire to contribute to society.
Social Support Systems – Conceptually, according to Cohen and Wills (1985), social support
systems refer to “the resources provided by other persons” that can be used to cope with stressors
and achieve goals. These resources may include emotional support, informational support,
tangible support, and social companionship.
Operationally, Social support systems refer to the network of individuals and groups that provide
practical and emotional assistance to working students. This can include family, friends, peers,
mentors, and academic advisors who offer guidance, encouragement, and resources to help
students overcome challenges and succeed academically and personally.

CHAPTER II

Review of Related Literature

This study involves conducting a literature review that is pertinent to examining how
poverty shapes the decision of working students. The literature review is divided into three main
sections, which are: (1) challenges, (2) coping mechanisms, and (3) social support systems.

1. CHALLENGES

The section on challenges explores the difficulties that working students from low-income
backgrounds face while pursuing their education and work, including financial instability, time
constraints, and academic pressure.

Financial instability is a significant issue faced by working students from low-income

backgrounds, which is often caused by poverty. These students often struggle to cover basic
living expenses, such as rent, food, and transportation, on top of their tuition fees and other
academic expenses. As a result, they may have to work longer hours or take on additional jobs,
which can lead to exhaustion, stress, and lower academic performance.
Working students in the Philippines often face financial struggles due to their low-income
backgrounds and the high cost of education. They may need to work long hours in low-paying
jobs to support their studies and contribute to their family's finances, leaving them with limited
time and energy for their academic pursuits. This financial instability can also lead to stress and
anxiety, which can negatively impact their mental health and academic performance. Several
studies have explored the financial struggles of working students caused by poverty. For
instance, a study by Nunez and Cuccaro-Alamin (2018) found that low-income working students
often had to prioritize work over school to meet their financial needs, which could result in a
negative impact on their academic success.

A study conducted in the Philippines by Dolores Brillantes-Evangelista and colleagues (2015)

focused on the challenges faced by working students from low-income families. The study found
that financial constraints were the most common problem faced by these students, which affected
their ability to pay for tuition fees, textbooks, transportation, and other school-related expenses.
In addition, these students reported experiencing high levels of stress and fatigue due to the
demands of work and school, which sometimes led to difficulties in concentrating on their
studies. “Financial Struggles of Working Students in the Philippines” by F. Villacorta and G.
Ador. This study aimed to examine the financial challenges faced by working students and how
these challenges affect their academic performance. The researchers found that the majority of
working students in the Philippines are from low-income families and often work long hours to
support their studies. The study also highlighted the need for support systems to help these
students cope with their financial struggles.

Working students in the Philippines face academic pressure as they struggle to balance their
studies with their work responsibilities. Due to financial constraints, many Filipino students have
to work while studying, which leads to time constraints that can affect their academic
performance.

According to a study by De Guzman and Cayabyab (2017), working students in the Philippines
face significant academic pressure, as they have to meet the demands of both their jobs and their
academic requirements. This pressure can have negative effects on their mental health, leading to
stress and anxiety. The study also found that working students face challenges such as difficulty
in managing their time, reduced focus on academic tasks, and lack of sleep, which can affect
their academic performance. Working students in the Philippines often experience academic
pressure, as they need to manage their work commitments alongside their academic
requirements. This can result in stress, anxiety, and insufficient time for studying and completing
assignments. Additionally, some working students may have to skip classes or enroll in a lighter
course load, which can further impede their academic progress. The academic pressure can be
especially difficult for those from low-income backgrounds who face financial instability.

Another study by Añonuevo-Cruz (2018) highlighted the importance of providing support

systems for working students in the Philippines to help them cope with academic pressure. The
study emphasized the need for universities to provide academic and emotional support services
for working students, such as tutoring services and counseling programs, to help them manage
their stress and improve their academic performance. Studies indicate that academic pressure is a
significant challenge for working students in the Philippines, and universities and policymakers
should address this issue to ensure that these students can thrive academically while working to
support themselves and their families.

Another study by Guzman and Masa (2015) examined the relationship between academic
performance and employment status among Filipino college students. The study found that
working students tended to have lower GPAs compared to non-working students, which was
attributed to the time constraints and competing demands of work and school. However, the
study also found that working students who were able to manage their time effectively and had
good support systems in place were able to perform well academically.

These studies highlight the challenges faced by working students from low-income backgrounds
in the Philippines, and the need for supportive policies and programs that can help alleviate these
challenges and improve their academic and employment outcomes. The researchers found that
financial constraints, work-related stress, and time management were among the main factors
that affected the academic performance of working students.

2. Coping Mechanism
The coping mechanism section explores the strategies that working students employ to deal with
these challenges, such as time management, seeking social support, and prioritizing their
responsibilities.

Studies have identified several coping mechanisms that working students in the Philippines use
to manage their various challenges. These coping mechanisms include seeking emotional support
from family and friends, engaging in self-care activities such as exercise or meditation,
developing effective time management skills, and setting realistic goals for themselves.

For example, a study by Santos and Associates (2018) found that working students who received
support from family and friends had higher levels of academic achievement and were less likely
to drop out of school. Another study by Adonis and Aranda (2021) found that working students
who engaged in regular exercise had better mental health outcomes and were more likely to
succeed academically. Additionally, a study by Sarmiento and Associates (2019) found that
working students who developed effective time management skills were better able to balance
their work and academic commitments.

These coping mechanisms help working students in the Philippines to better manage the various
challenges they face and improve their academic and mental health outcomes. Coping
mechanisms for working students can vary depending on their individual situations and
resources, but some common strategies include time management, seeking support from peers
and family, practicing self-care, and setting realistic goals. Time management techniques
include prioritizing tasks, creating a schedule or routine, and setting aside dedicated time for
studying and completing assignments. Seeking support from peers and family can involve
talking to friends or family members about their struggles and asking for help or advice, or
connecting with other working students to share experiences and resources. Practicing self-care
include activities such as exercise, meditation, or relaxation techniques, which can help reduce
stress and improve overall well-being. There have been several studies on how working students
in the Philippines manage their time. One study published in the Asia Pacific Journal of
Education in 2018 surveyed 300 working students from various universities in the Philippines
and found that many of them reported using time management strategies such as prioritizing
tasks, setting schedules, and avoiding procrastination to balance their work and studies.
Another study published in the International Journal of Academic Research in Business and
Social Sciences in 2019 focused on the time management practices of working students in a
public university in the Philippines. The study found that the most commonly used time
management strategies among the participants were setting goals and priorities, making to-do
lists, and avoiding distractions. These studies suggest that working students in the Philippines do
employ time management strategies to balance their work and studies, although there may be
variations in the specific strategies used and their effectiveness depending on individual
circumstances. In the context of the Philippines, where many working students come from low-
income backgrounds, financial management is a particularly important coping mechanism. Many
working students struggle to make ends meet and may have to take on multiple jobs to support
themselves and their families. By learning how to budget, save, and seek financial assistance,
working students can reduce their financial stress and improve their overall well-being.

Moreover, seeking academic support is also crucial for working students in the Philippines.
Some universities offer special programs and resources for working students, such as flexible
schedules, online classes, and academic advising. These resources can help working students
manage their time and academic workload more effectively and ultimately succeed in their
studies. It is also worth noting that the effectiveness of coping mechanisms can vary depending
on individual circumstances and personal preferences. Therefore, working students need to
explore and experiment with different coping strategies to find what works best for them. With
the right support and coping mechanisms, working students in the Philippines can overcome the
challenges they face and achieve their academic and career goals.

3. Social Support Systems

The support system section delves into the resources available to working students to help them
overcome these challenges, including institutional support, financial aid, and social networks.
The literature review aims to provide a comprehensive understanding of the factors that
influence the decision of working students to balance work and education and the challenges
they face in doing so.

The Role of Social Support in the Academic Success of Working Students” by M. De Guzman
and A. Hernandez. This study focused on the impact of social support on the academic success of
working students in the Philippines. The researchers found that social support, such as emotional
and financial support from family and friends, can help working students cope with their
financial struggles and improve their academic performance. Social support systems, including
family, friends, and mentors, can also play a crucial role in helping working students to
overcome financial instability and other challenges. By providing emotional support, advice, and
practical assistance, these support systems can help students to stay motivated and achieve their
academic and career goals.

Working students in the Philippines can have a range of social support systems to help them cope
with the challenges they face. These support systems may include: Family support: Working
students may receive emotional and financial support from their families, such as help with
paying for tuition fees or living expenses.

According to research by Gayona and Quinicot (2017), working students in the Philippines can
benefit from various social support systems, including family, peer, academic, employer, and
community support. These systems can help them cope with the challenges of balancing work
and studies, and improve their academic performance, psychological well-being, and overall
well-being. In addition, Torres (2019) found that social support from family, friends, and peers
can moderate the negative effects of economic stress on psychological distress among working
students. Cura (2018) also reported that social support from family, friends, and peers had a
significant positive effect on well-being among working students in the Philippines.Peer support:
Working students may form friendships and support networks with their peers who are also
working students. They can share experiences and provide emotional support to each other.
Academic support: Universities and colleges may offer academic support services such as
tutoring, mentoring, or academic advising to help working students manage their workload and
succeed academically. Employer support: Employers of working students may provide support
such as flexible work schedules, opportunities for career advancement, or employee assistance
programs. Community support: Community organizations, non-governmental organizations, or
government agencies may provide financial aid, scholarships, or other forms of support to
working students who come from low-income backgrounds. These studies highlight the
importance of social support systems in the lives of working students in the Philippines. These
social support systems help working students in the Philippines manage the challenges they face
and succeed both academically and professionally.
POVERTY

According to the study “The Relationship between Poverty and Student Performance: Evidence
from the Philippines” by A. Tabuga and C. Mina, poverty plays a significant role in shaping the
decision of working students in the Philippines. Due to financial constraints, many working
students are forced to work to support themselves and their families, which often leads to a
decrease in academic performance and an increase in stress and fatigue. Poverty also limits their
access to educational resources and basic services, which can further impact their academic
performance and physical health. Moreover, the pressure to provide for their families and the
lack of social support systems can take a toll on their mental health. Therefore, addressing
poverty among working students is crucial to ensure they have equal opportunities to succeed
academically and professionally.

Working students who live in poverty face unique challenges as they strive to balance their
academic and work responsibilities. These individuals often come from families with limited
financial resources, making it difficult to afford basic necessities such as food, housing, and
healthcare. According to a study by Agustin L. Arcenas and Rosemarie G. Edillon titled
“Determinants of Poverty among Working Students in the Philippines” (2014), poverty
significantly shapes the decision of working students to engage in paid employment while
studying. The study found that economic factors such as family income and financial support for
education, as well as personal factors such as age, gender, and academic standing, influenced the
likelihood of working students to take up employment. The authors suggest that addressing
poverty among working students in the Philippines requires a combination of policy measures
that address both economic and social factors affecting their academic performance and well-
being.

Working students in poverty are also more likely to experience stress, exhaustion, and burnout
due to their demanding schedules and financial struggles. In addition, they may have limited
access to academic resources such as textbooks, technology, and academic support services.
Despite these challenges, working students in poverty are determined to succeed and often use
their education as a means of lifting themselves and their families out of poverty. Working
students in poverty-stricken areas often have to balance their academic responsibilities with work
commitments to support their education and living expenses. The need to contribute to household
income can lead to missed classes or lowered academic performance, which can further
perpetuate the cycle of poverty.

Addressing poverty among working students requires a multi-faceted approach that includes
providing financial assistance, improving access to educational resources and services, and
creating supportive learning environments that accommodate the unique challenges faced by
working students.

CHAPTER III

Methodology:

This chapter demonstrates the research methods, such us research design, locale of the
study, participants of the study, research instruments, data gathering procedure, data analysis,
rigor of the findings and ethical considerations.

Research design:
 This study used qualitative research design using the phenomenological approach. A
qualitative research defies easy classification. It is loose assortment of complex and
interconnected concepts ,terms and assumptions the cross cut disciplines ,fields and subjects
matter and which assume different meanings in different historical .(Denizen and Lincoln ,1994)
.Research providing narrative descriptions and explanations of phenomena investigated ,with
lesser emphasis given to numerical qualifications methods used to collect qualitative data include
ethnographic practices such us observing and interviewing .

The phenomenological approach that is concerned with exploring experiences in its

own, in the book of phenomenological approach are interested in what happens when the
everyday flow lived experiences of working students.

Locale of the study:

This study includes the details location of the study was conducted in Carlos Hilado
Memorial State University – Main Campus, Talisay City, Negros Occidental

Participants of the study:

This study will involve 5 participants who are currently enrolled as working students in
CHMSU. The study will use purposive sampling and the participants will be selected based on
their current enrollment as a working student in CHMSU, willingness to participate in the study,
and ability to provide in-depth information about their decision to become a working student.

Research Instrument

For this study, researchers opted to use semi-structured, in-depth interviews as the
primary research instrument. According to Lauterbach (2018), phenomenological methodology
is often used to gather information about participants’ prior experiences, and this was applied in
conducting the in-depth interviews. As noted by DeJonckheere and Vaughn (2019), semi-
structured interviews are one of the most commonly used types of qualitative data sources in
studies. This approach involved researchers and participants engaging in a dialogue, with the
help of a flexible interview style that allowed for follow-up questions, requests for further
information, and comments. By using this method, researchers were able to collect unstructured
data, delve into participants’ ideas, feelings, and opinions about a certain subject, and gain
insight into sensitive and occasionally personal issues.

As a qualitative research technique, the researchers employed semi-structured, in-depth

interviews to carefully analyzed the experiences, feelings, and points of view of working
students. The interview questions and discussion starters were designed to encourage the
participants to speak in their own terms, and not be limited by overly detailed or restrictive
questions. This approach enabled the researchers to gain a deeper understanding of the
experiences, coping mechanisms, and personal motivations of working students, while also
allowing for the exploration of emergent themes that emerged during the interviews.

Furthermore, the researchers also utilized participant observation as a supplementary

research instrument. This approach involved observing and interacting with working students in
their natural setting to gain a better understanding of their daily routines, experiences, and
challenges. By immersing themselves in the environment of working students, the researchers
were able to capture a more comprehensive understanding of their experiences, and gain insights
that may not have been evident through interviews alone.

In summary, the use of semi-structured, in-depth interviews and participant observation

allowed the researchers to explore the experiences of working students from multiple
perspectives, and gain a comprehensive understanding of the factors influencing their decision to
be a working student, as well as the challenges they face and the strategies they use to cope with
these challenges.
Data Gathering Procedure

In this study, the researchers implemented a rigorous data gathering procedure that
allowed for a deep exploration of the experiences of working students. By combining semi-
structured, in-depth interviews and participant observation, they were able to capture rich,
qualitative data that provided valuable insights into the factors driving the decision to be a
working student, as well as the challenges faced.

The use of both methods ensured that the study was able to capture a holistic
understanding of the experiences of working students at CHMSU, and the qualitative data
analysis techniques allowed for the identification of emergent themes and patterns that provided
a comprehensive overview of the study’s findings.

Overall, this study’s multi-method approach, thorough data gathering procedure, and
qualitative analysis techniques offer valuable insights into the experiences of working students
that can inform policies and practices aimed at improving support for this population.

Data Analysis Procedure

The data analysis procedure for the study on Factors Influencing the Decision of Working
Students: Exploring Poverty and Personal Choice involved providing an overview of the various
tasks that were involved in analyzing the data gathered in a qualitative manner. As the design of
every qualitative study varies according to focus, purpose, method, and epistemology, the
procedures for analyzing the data cannot be standardized. However, an attempt was made to
examine the tasks that are most commonly employed. For instance, the study aimed at describing
a phenomenon and involved different tasks than one aimed at developing theory. The data
gathered through semi-structured, in-depth interviews and participant observation were analyzed
using qualitative data analysis techniques to identify emergent themes and patterns. These tasks
allowed the researchers to gain a comprehensive understanding of the factors influencing the
decision to be a working student and the challenges they face.

Rigor of the study:

Credibility. The extent to which the study offers thorough, reliable, and logical explanations
based on the facts determines how credible it is. Using a question guide with pertinent and
appropriate questions that encourage in-depth responses, describing the context and findings in
detail, and using member-checking or investigator triangulation to make sure the analysis
captures the range and depth of data are all examples of strategies for maximizing credibility
(Tong et al., 2016). As a result, the researcher employed member-checking to establish the
study's reliability. This involved returning the recordings of the interviews to the participants and
having them review to make sure their experiences were accurately recorded.

Transferability. The term "transferability" describes how broadly or transferrable the findings
of qualitative research are to various contexts or applications (Trochim, 1999). The researcher
used Thick Description in this study to evaluate and depict the participants' life experiences and
cultural stereotypes that they encounter. It is critical that the researcher present specific details on
her/his subject(s), setting, approach, involvement in the study, and so on. This is known as a
"thick description" of procedures and findings; it is crucial because it helps readers to make an
informed decision about whether the findings may be applied to their own circumstances
(Bridges, 1993).

Ethical consideration: In conducting the study, the researchers were aware of the ethical
considerations that need to be addressed. They were knowledgeable about the necessary
procedures for documenting the background of the study. The researchers were also mindful of
maintaining the confidentiality of the participants’ private information, ensuring their anonymity
throughout the study. Furthermore, obtaining informed consent from the volunteers was a crucial
step that the researchers took before proceeding with the study. These ethical considerations
were integral to ensuring the integrity and validity of the study, while also protecting the rights
and welfare of the participants.
Dependability. It is the reliability and validity of the findings, as well as the quality of recorded
research techniques (Sandelowski, 1986). To assure the reliability of the research findings, the
researchers used the code-recode system to verify that precise protocols for data collection,
analysis, and interpretation were used. Confirmability.

Confirmability: Confirmability is involved with demonstrating that the data and analyses of the
findings are not only extensions of the inquirer's imaginative thinking, but are accurately drawn
from the information and data (Korstjens & Moser, 2018). In order to ensure conformability in
this study, the researchers used the bracketing strategy to keep their personal biases, opinions,
and experiences distinct from the subject matter of the study. The researchers also used audio
recordings, taking notes, and conversational interviews to prove conformability.

It referred to the objectivity of the research process throughout data gathering and
processing (Polit & Beck, 2012). Furthermore, to achieve conformability, researchers
demonstrated that the conclusions and results were directly related in a way that was
understandable and repeatable (Moon and Blackman, 2014). The researchers in this study used
the bracketing technique to separate their own experiences, opinions, and biases from what was
being studied in order to analyze the data collection. To establish conformability, the researchers
also used conversational interviews, taking notes, and voice recordings. This method generates
new insights, leading the reader to believe in the credibility of the findings and the study’s
applicability

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