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RIZAL TECHNOLOGICAL UNIVERSITY
College of Arts and Sciences
CHILD LABOR: HOW DOES IT AFFECT THE CHILD’S ACADEMIC

EXPERIENCE
An Undergraduate Thesis Presented to the Faculty of the

Rizal Technological University, Pasig City
In Partial Fulfillment of the Requirements for the Degree of

Bachelor of Science in Psychology
by
Abad, Jane May T.

Britanico, Renilyn P.
Bucay, Mary Liz Laine E.
Galan, Hannah R.
Yap, Ella P.
May 2023
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APPROVAL SHEET
This thesis entitled “Child Labor: How Does It Affect The Child’s
Academic Experience”, prepared and submitted by Jane May T. Abad, Renilyn P.
Britanico, Mary liz laine E. Bucay, Hannah R. Galan and Ella P. Yap in partial
fulfillment of the requirements for the degree Bachelor of Science in Psychology,
has been examined and is hereby recommended for Oral Examination.
May 2023 REMEDIOS BASCO

Date Adviser
PANEL OF EXAMINERS
Member Member
Accepted in partial fulfillment of the requirements for the degree

Bachelor of Science in Psychology.
May 2023 DR. RODRIGO DP. TOMAS

Date Dean, CAS
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ABSTRACT
In this study, the researchers focus on how child labor affects a child's
academic experience. In the Philippines there are 2.1 million child laborers aged 5 to
17 years old based on the survey by the Philippine Statistic Authority (PSA),
Approximately 95% of them are engaged in dangerous labor. Sixty-nine percent of
them are between the ages of 15 and 17, well past the legal working age but
nevertheless exposed to dangerous labor. The goal of this study is to know how
child labor affects child age 8 to 17 yrs old performance academically using
qualitative phenomenological approach. The study has two main goals: (1) to identify
the factors that influence kids' involvement in child labor and (2) to compare the
effects of child labor on academic performance.

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ACKNOWLEDGEMENTS
This paper’s accomplishment will not be possible without the help of
the institutions and the people that assisted me/us throughout the journey of my
paper completion. I would like to greatly acknowledge them through this paper.
Foremost, the Almighty God for giving me/us strength and wisdom to
surpass the challenges given to them.
I am also grateful for the opportunity that has been given to me/us by the
Rizal Technological University, headed by Dr. Eugenia M. Yangco, for without
the institution’s generosity and support, I would not be able to experience all the
things that molded me/us to become a goal-oriented and persevered person.
To the College of Arts and Sciences, to the dean, Dr. Rodrigo DP.
Tomas, college staff, department head, and professors, thank you for all the
support and trust.
To my thesis-mate Jane, Renilyn, Mary, Hannah, and Ella, for putting so
much effort and doing their best despite of the many circumstances they have
faced throughout this study;
Family, for their undying support emotionally and financially that helped
me/us to push through;
Ms. Iris Cristelle Destura, our thesis professor, for her guidance,
assistance, comments, suggestions, patience and expertise for the success of this
study.
J.T.A., R.P.B.,M.E.B.,H.R.G.,E.P.Y.
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CHAPTER I........................................................................................................................................
THE PROBLEM AND ITS CONTEXT................................................................................................
Introduction...................................................................................................................................
Research Problems/Research Objectives....................................................................................
Theoretical Framework.................................................................................................................
Conceptual Framework.................................................................................................................
Scope and Delimitations of the Study...........................................................................................
Significance of the Study..............................................................................................................
Definition of Terms........................................................................................................................
CHAPTER II.......................................................................................................................................
REVIEW OF RELATED LITERATURES...........................................................................................
Child Labor....................................................................................................................................
Factors why Children engage in Labor.........................................................................................
(a) Poverty...............................................................................................................................
(b) Availability of School..........................................................................................................
Child Labor in the Philippines.......................................................................................................
Progress so far..............................................................................................................................
Child labor and Academic Performance.......................................................................................
Synthesis......................................................................................................................................
CHAPTER III......................................................................................................................................
RESEARCH METHODOLOGY.........................................................................................................
I. Research Method Used.............................................................................................................
II. Sampling...................................................................................................................................
III. Participants..............................................................................................................................
IV. Ethical Considerations.............................................................................................................
V. Research Setting......................................................................................................................
VI. Research Instrument Used......................................................................................................
VII. Data Gathering Procedures....................................................................................................
REFERENCES..................................................................................................................................
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CHAPTER I
THE PROBLEM AND ITS CONTEXT
Chapter I is the problem and its background that includes the following
parts: the introduction, research problems/research objectives, theoretical
framework, conceptual framework, scope and limitations of the study, significance
of the study and the definition of terms.
Introduction
The term “child labor” is typically described as work that restrains children
of their childhood, potential, and dignity while also being harmful to their physical
and mental development. It is work that is potentially dangerous and harmful to
children on a mental, physical, social, or moral level; and/or interferes with their
education by denying them the opportunity to attend school, forcing them to leave
school too soon, or requiring them to balance school attendance with intensely
long and heavy work.
According to the International Labor Organization (ILO), child labor is work
that deprives children of their childhood potential and dignity and that is harmful to
their physical and mental development . The ILO reported that in 2016, ten percent
of children (152 million) aged 5 to 17 around the world were involved in some form
of labor and that 73 million were engaged in hazardous child labor. Approximately
70.9% worked in agriculture, 17.2% worked in services, and 11.9% worked in

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industry. For children aged 5-14 years involved in some form of labor, 32.0% did
not attend school, and the other 68% divided their time between working and
studying. And the ILO observed that the agriculture, fishing, and artisanal mining
sectors are the largest employers of child labor.
Cognitive development refers to how children think, explore, and deal with
problems. It is the development of knowledge, skills, problem solving, and
dispositions that enables children to think about and comprehend their
surroundings. Cognitive development includes brain development. The ILO (2014)
reported that child labor is unfavorable and unsafe to children's health and denies
them of a proper education. Studies show that children who do not work cope
better in school than children who do. Children who combine work and school can
experience negative psychosocial effects on their educational progress and
performance (Abdalla et al.) affirmed in various studies that child labor adversely
affects the health of children, leading to severe health complications that adversely
affect their education.
Child labor is still one of the growing problems in the Philippines that should
be talked about often. Children are most often involved because of different
factors, also because the adults or their guardians considered it as ‘normal’ for
children to work. It is important to understand why there's child labor and the
perception of a child about it. That is why the researchers conducting this study, to
know the root causes of child labor and how it affects the child’s cognitive
development and skills.

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With this, the researcher would like to study child labor and how it affects
their academic learning through qualitative phenomenological design. The
researchers will conduct an interview with children that are 8-17 years old. By
gathering their experiences through interviews, people will understand and have a
deeper knowledge about child labor and how it affects the child.
Reason why they engage in work at a very young age
Due to a variety of hard conditions, children may find themselves working at
a very young age. One key aspect is poor family ties, in which children may
encounter strained dynamics or insufficient care inside their houses. These
circumstances drive children to seek jobs as a means of escaping unpleasant
home surroundings or meeting their own needs when familial support is
insufficient. In addition, children may take on caregiving tasks for family members
who have chronic illnesses or impairments. Despite their young age, they endure
the burden of caring for their loved ones, which often necessitates foregoing
education and working to give the required support. Formal education appears
unachievable or meaningless to both children and their parents when inadequate
school infrastructure is combined with low-quality instruction. Furthermore,
financial difficulties make things worse because families in poverty depend on the
money their kids earn to provide for their survival and meet their fundamental
necessities. Children who are caught in this pattern are compelled to put
employment before education, which feeds the poverty cycle even more.
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Comprehensive approaches are required to tackle this urgent problem, including
measures to reduce poverty, increase access to high-quality education, fortify
family support networks, and put in place strong social and legal safeguards for
kids.
Types of works
The International Labor Organization (ILO) has reported that in the
Philippines, there are approximately 2.097 million child laborers. Among them,
58% are engaged in agricultural work, while 35% and 7% are involved in the
industrial sector. These child laborers perform various tasks, including
manufacturing, mining, quarrying, construction, domestic service, and general
services such as working in retail establishments, restaurants, and hotels. These
numbers reflect the harsh reality that many children in the Philippines are exposed
to hazardous and exploitative work conditions, depriving them of their rights to
education, proper development, and a safe childhood. Efforts must be made to
address this issue and provide these children with better opportunities for a
brighter future.
Law about Child Labor
Republic Act 9231, also known as the "Special Protection of Children
Against Child Abuse, Exploitation, and Discrimination Act," is a Philippine law that
aims to safeguard the rights and welfare of children. This law specifically focuses
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on protecting children from various forms of abuse, exploitation, and
discrimination.
Republic Act 9231 is a crucial legal framework that acknowledges the
vulnerability of children and aims to safeguard their safety, well-being, and
development. The law prohibits children from engaging in hazardous labor,
protecting them from dangerous industries or conditions that could endanger their
health and safety. It also tackles the issue of child trafficking, making it illegal to
recruit, transport, or exploit children for illegal activities.
Republic Act 9231 strongly emphasizes shielding children from any form of
abuse, violence, or exploitation. It criminalizes acts such as child prostitution,
pornography, and other forms of sexual exploitation. The law recognizes the
significance of providing rehabilitation and support services to child victims,
understanding their need for care, guidance, and assistance in recovering from the
traumatic experiences they may have endured.
In general, Republic Act 9231 serves as a significant legal tool in promoting
and upholding the rights and welfare of children in the Philippines. It sends a clear
message that children deserve special protection, and it establishes measures to
prevent their exploitation, ensure their education, and support their overall well-
being.
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When do we consider them as child labor?
Under Republic Act 9231, a child is considered engaged in child labor when
they are involved in any economic activity that is hazardous or harmful to their
physical, mental, or psychosocial development. The law defines hazardous work
as any work that exposes children to physical, psychological, or moral risks, or
interferes with their education.
Child labor is considered when children are engaged in hazardous work that poses
risks to their well-being or when they are employed at an age below the minimum
age for employment as defined by Republic Act 9231.
How does it affects their academic experiences
The work of a child can have a profound impact on their academic
experiences, encompassing various aspects of their educational journey. Child
labor frequently interferes with school attendance considering children are forced
to work long hours or adhere to irregular schedules, which leads to regular
absences and missed classes. Consequently, their capacity to actively participate
in classroom activities may be affected, since fatigue and exhaustion from labor
may prevent them from participating in discussions, group work, and other
interactive learning opportunities. Moreover, the demands of balancing work and

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studies can strain their study habits, leaving limited time and energy for effective
studying and completion of assignments. Consequently, their academic
performance may suffer, with compromised grades and a partial grasp of subject
matter. Aside from academics, child work has a negative impact on children's
psychological well-being, as they experience increased stress, decreased
motivation, and worse self-esteem. It is critical to acknowledge the considerable
barriers to a child's educational development posed by child labor and to push for
its abolition, ensuring that impacted children receive the necessary support to
access quality education and realize their full potential.
Research Problems/Research Objectives
This research intends to explore how Child Labor affects the Child's
Academic Performance. The researchers want to know the reasons why the child
is doing some labor and how it affects their learning. The importance of studying
child labor and its consequences is related to the involvement of children and
teenagers in manual labor and exploitative activities, sometimes without the child's
willingness and often over their physical resistance. In these cases, aspects
associated with human and minor rights become factors. In the long term and from
a practical point of view, child labor is about a disinvestment of social and human
capital, a compromising of the development of the individual, and a hindering of
the development of skills, abilities, and knowledge necessary to make a significant
contribution to society.
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1. What are the reasons why the participants are engaged in child labor?
2. What are the work experiences of the participants who are engaged in child
labor?
3. What are the academic experiences of the participants who are engaged in child
labor in terms of the following:
1. Attendance
2. Class participation
3. Study habits
4. Subject Performance
Theoretical Framework
It is precisely in the integration and performance of children and youth in
the educational system where the more significant impacts of child labor can be
observed. In fact, beyond the econometric analyses previously mentioned, most of
the studies related to the effects. Child labor appears within the context of
education (Grootaert & Kanbur, 1995). In the majority of cases, child labor makes
adequate child and youth inclusion in the educational system difficult (Dyer, 2007),
given that the time for work takes away from the time allocated to studies and that
the attention to academic activities is reduced, due to the fatigue produced by the
labor (Sabia, 2009). However, this is a complex relationship that goes beyond the
consideration of the presence or absence of child labor and school attendance
(Rosati & Rossi, 2003). In fact, in the literature, the amount of time that the child
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devotes to labor or the moment of the day or week in which s/he is dedicated to
labor and the impact of labor on variables related to education has barely been
taken into account (Sabia, 2009). The majority of the studies from the last five
years have focused on the determinants of child labor and school participation,
rather than on the impact that labor can have on different aspects of schooling.
For Rosati and Rossi (2003), attending school and working are decisions that are
usually considered simultaneously as a family. Conversely, these authors also
posit that the number of hours the child devotes to work is one of the fundamental
variables for evaluating the child’s wellbeing. For example, researchers in
developing countries have found that the majority of child and Youth laborers
regularly attend school (Heady, 2000). However, in certain cases, a negative
relationship between the number of hours worked and the hours of school
attendance has been found (Boozer & Suri 2001). For example, Buonomo (2011)
found that children who work below the median predicted by the proposed
statistical model (up to two hours daily) demonstrated better schooling results
(measured years in school, age-grade ratio, completion of elementary education,
completion of at least one year of secondary education) than those children who
only attended school. This finding indicates that while there is clear evidence of
the negative impact of labor on the minor’s education, a minimal devotion to labor
does not seem to have a significant effect on the education of children and youth
(Ray & Lancaster, 2003). In fact, the impact of child labor and other related
variables has been evaluated on several occasions with regards to school

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attendance or lack thereof, years of schooling, and other associated variables
(Boozer & Suri, 2001; Jensen & Nielsen, 1997; Patrinos & Psacharopoulos, 1995).
However, attendance is an indicator that does not sufficiently explain the impact of
child labor, as it does not take into account the quality of the child’s experience in
school (Buonomo, 2011). Even though a relationship between child labor and
school attendance may exist (especially when other factors such as gender,
income level or number of members in the family are considered), these factors
only provide an indirect measure of the educational consequences of the child’s
involvement in labor activities. In reality, other characteristics are related to
academic performance (such as performance in different subjects or failure of
academic courses) and the intensity of the work (hours worked, moment of the
week or daily hours worked). In fact, in certain cases, it is shown that working
minors also usually attend school (Admassie, 2003), suggesting that variables
associated with academic performance are those that show us the impact of child
labor on the minor’s education (Buonomo, 2011). Furthermore, it is possible to
take into account specific subjects or specific fields of the educational
development that are differentially affected by child labor and its associated
variables, for instance, mathematics and language (Akabayashi &
Psacharopoulos, 1999; Cervini, 2005, 2006; Gunnarsson, Orazem, & Sánchez,
2006; Heady, 2000; Orazem & Gunnarsson, 2004). However, the majority of these
cases are based on the results of standardized tests that evaluate these fields,
rather than on obtaining direct or indirect data on the performance of the child
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laborer in the educational center. All in all, child labor seems to have a clear
negative effect on academic performance. However, such an effect is far from
homogeneous, and it cannot simply be associated with the presence or absence
of child labor in the individual children. Such variables as the number of hours
worked or the type of work are associated with the intensity of such effects and
with schooling factors beyond just attendance. Therefore, it is pertinent to study
the effects that different variables of child labor have on various aspects of the
minor’s education in an attempt to clarify the real reach that such work has on the
development of the minor and on his/her academic success and educational
experience. The Theory of Cognitive Development by Jean Piaget, the Swiss
psychologist, suggests that children's intelligence undergoes changes as they
grow. Cognitive development in children is not only related to acquiring
knowledge, children need to build or develop a mental model of their surrounding
world (Miller, 2011). His work is regarded as the cornerstone in the field of
developmental psychology. Piaget proposed that intelligence grows and develops
through a series of stages. Older children do not just think more quickly than
younger children. Instead, there are both qualitative and quantitative differences
between the thinking of young children versus older children. Studies of early
cognitive development have led researchers to understand that the developing
mind is surprisingly capable, active, and insightful from an early age. For example,
infants participate in a visual analysis of the statistical rules of speech sounds they
hear on their way to language formation (Saffran, 2003). Young children depend
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so much on what they learn from others that they become astute, starting in the
preschool years, to distinguish between speaking adults who can provide reliable
information and those who are not non-informers (Harris, 2012; Jaswal, 2010;
Koenig and Dobel, 2013). The link between relationships and social interactions
with cognitive development is consistent with how the brain develops and the
intellect develops. Ecological theory concentrates on the importance of the
environment in children's lives and development (Saracho, 2023). According to
this theory, environmental influences affect children's development in every way.
Their surroundings vary depending on the situation. The effects are intertwined
with the children's normal developmental configuration, making it difficult for
children to understand. In ecological theory, knowledge of children's environments
is used to illustrate, rationalize, and highlight their effects. Saracho (2023) further
affirmed that in child development ecological theory it considers how
environmental components take into account the complete child as an integrated
organism. She stated that development proceeds when minor, additional
extensions sporadically accumulate to build the children’s personality through the
involvement in their collected experiences. She also claimed that the holistic
theories suggest that a different stimulus or experience complements a fresh
element to the children's knowledge. Consequently, each important new
experience can change the association of several or all of the current components
that influence the personality, shaping the development of the children's
independence (Miller, 2016 cited in Saracho, 2023). This theory will help the
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researchers to understand how a child's experiences can shape their way of
thinking. Moreover, in the study, the researchers ought to learn how child labor
affects their cognitive development, particularly in learning.
Conceptual Framework
CHILD ACADE
LABO MIC
R PERFO
RMAN
CE
Poverty
- Availability of
Schools
→
- Unhealthy Family
Relationship
- School
- Caregiving for Attendance
Deteriorating
Family
- Class
Participation
- Study Habits
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- Subject
Performance
Table 1. Research Paradigm
This study will utilize two variables to study. The researchers will explore the
impact of Child labor to the participant’s academic experience. In Child labor, the
researchers identified the following factors that contribute to its existence. And
they are as follows:
(a) Poverty - It is certainly the greatest single force driving children into the
workplace. Income from a child's work is felt to be crucial for his/her own
survival or for that of the household. Poverty is the primary reason children
are sent to work. Sadly, child labor keeps children from getting the
education they need to break the cycle of poverty. According to the
International Labor Organization (ILO), a U.N. agency, about 70% of child
laborers work in agriculture. Others work long hours in factories, domestic
service, or forced labor, such as child soldiers and children exploited in the
commercial sex trade;
(b) Availability of Schools - many communities do not possess adequate school
facilities; even where schools exist the education provided is often not
perceived by children or their parents to be a viable alternative to work. For
many families, schooling is simply unaffordable. Even when it is "free" it
involves a perceived opportunity cost of the income foregone when a child
is at school rather than at work; the education provided is frequently of poor
quality, and/or perceived by the parents and the children themselves to be
irrelevant to local needs and conditions. It is hardly surprising therefore that
they see no point in attending school; traditional views prevail that girls are
better prepared for adult life by sending them to work than by investing in
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their education; as a result of the above factors, vast numbers of children
enter early into the unskilled labor market. They are frequently illiterate and
remain so throughout their lives, and they lack the basic educational
grounding which would enable them to acquire skills and to improve their
prospects for a decent adult working life;
(c)Unhealthy family Relationship- Families strained by financial difficulties

cannot cope with the increasing demands of their children and sometimes
even fail to provide them with adequate nutrition. This appears to be the
main reason children look for their own sources of income. These factors
combine to spur children into the street, temporarily or permanently, leading
them to a vagrant existence, required too early to make independent
decisions. Economic hardships and family dysfunction can therefore be
named as the main causes of child labour. Another important cause
mentioned by the experts is the overall social and economic situation in the
country; and
(d)Caregiving for deteriorating family- Caregiving is usually associated with

adults’ responsibilities. Official statistics and research have demonstrated,
however, that many children and young people in the global North and
South have substantial, regular caring responsibilities for family members
with chronic illnesses, impairments or other care needs. We have
traditionally relied on families to offer emotional support and to assist their
elderly parents, grandparents, and other family members who are no longer
able to operate independently. Official statistics and research have
demonstrated that many children and young people in the global North and
South2 have significant caring responsibilities for family members with
chronic illnesses and impairments (Becker, Aldridge and Dearden, 1998;
Robson, 2004; Becker, 2007).
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For all these reasons, even when it has been declared illegal, child labour
continues to be tolerated and accepted as the natural order of things and much of
it is invisible. It is frequently surrounded by a wall of silence, indifference and
apathy. But that wall is beginning to crumble. The process of globalization and the
development of modern means of communication have made the plight of working
children a major issue on the agenda of the international community.
On the other hand, one’s academic experience can be affected by child labor in
terms of the following aspects such as;
(a)School Attendance- For Rosati and Rossi (2003), attending school and
working are decisions that are usually considered simultaneously as a
family. Conversely, these authors also posit that the number of hours the
child devotes to work is one of the fundamental variables for evaluating the
child’s wellbeing. For example, researchers in developing countries have
found that the majority of child and youth laborers regularly attend school
(Heady, 2000). However, in certain cases, a negative relationship between
the number of hours worked and the hours of school attendance has been
found (Boozer & Suri 2001). For example, Buonomo (2011) found that
children who work below the median predicted by the proposed statistical
model (up to two hours daily) demonstrated better schooling results
(measured years in school, age grade ratio, completion of elementary
education, completion of at least one year of secondary education) than
those children who only attended school. This finding indicates that while
there is clear evidence of the negative impact of labor on the minor’s
education, a minimal devotion to labor does not seem to have a significant
effect on the education of children and youth (Ray & Lancaster, 2003);
(b)Class Participation- beyond the econometric analyses previously

mentioned, most of the studies related to the effects of child labor appear
21
within the context of education (Grootaert & Kanbur, 1995) For a child to
perform academically well, he/she needs a stable mind and a motivating
environment. These conditions often elude some children particularly those
from low-income homes child abuse can have a drastic consequences on
the future life of the child, it is dehumanizing. It engenders low self esteem,
promotes inferiority complex, belittles the individual, as well as degradation
of one's personality (The punch. August 14, 2004);
(c)Study Habits- child labor academically inferior to their peers and people
abstain from the behaviors. the underprivileged The inability to perform well
was blamed for the workers to focus on their studies compared to non-
laborers, who do not work. The kid Workers juggle jobs with academic
obligations and the majority of the time, work before attending school in
both the morning and right after school. Having little to no time to complete
their homework or assignments for class; and
(d)Subject Performance- The ILO examines the effect of child labor in

keeping children out of school in its 2015 study Child Labour and Education
- Progress, Challenges, and Future Directions, as well as the absence of
accessible, affordable, and high-quality schooling as a barrier to children
entering the labor force. Taking on labor-related activities at a young age
limits adult employment chances, impedes attainment of a sufficient
educational level, and even impedes the establishment of a stable family
unit. (Beegle, Dehejia, Gatti, & Krutikova, 2007; Seebens & Wobst, 2003).
Child labor causes a loss in students’ school achievement. Children and
adolescents who do not work have better school performance than students
who work. Up to two hours of work per day do not have a statistically
significant effect on school performance, but additional hours decrease
student’s achievement.
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Scope and Delimitations of the Study
This study aims to understand the prevalence, causes, and consequences of

this problem on children's well-being and development while being a laborer. The
objectives of this study include identifying the types and extent of child labor,
examining the factors that contribute to child labor, and assessing the impact of
child labor on children's education, health, and overall development. Through this
study, policymakers, educators, and advocates can better understand the issues
surrounding child labor and work towards effective interventions and policies to
protect children's rights and promote their well-being.
The researchers will interview 10 child laborers aged 8-17 years old living in
Pasig City and Pateros City to know their experiences of how being a laborer
affects their academic performance. The interview would be face-to-face and will
be conducted inside the houses of the participants or within the vicinity of their
houses as long as their guardian or parents are not around because the
researchers will talk to the child privately. But still, with the consent of the parents,
The researchers will give a parent consent form so that the interview has a
permission from the parents. The interview will be guided by a Licensed
Psychologist, in case there’s a child that will be triggered from their experiences
throughout or after the interview session. The study will utilize in-depth interviews
with the selected participants to explore their perspectives on the challenges they
face in balancing work and school, as well as their strategies for coping with these
challenges and will examine how child labor affects their motivation, engagement,
and academic achievement.
Significance of the Study
This study would benefit the following:

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Children- It is relevant to them because they are the one who's involved in this
study, specially the students that are doing child labor. This will help them know
their current situation and how it affects them academically.
Family- It is relevant to them because they are the parents/guardian of the child. It
will make them realize how child labor affects their child and somehow make a
solution for it. Especially if the labor that the child is doing has a negative effect on
them.
Government- It is relevant to them because they will have an idea on how the
number of child labor is still increasing in our country. They will create programs
and will do interventions that will help the children or the poorest people in our
country so that the children will not be forced to do labor and just enjoy their
childhood.
Future Researcher- It will be a groundwork for the future researchers to continue

to lead a study that will put an emphasis on how child labor affects the academic
performance of the child.
Definition of Terms
To facilitate better understanding of the study, different terms are defined
herein;
Academic performance. the measurement of student achievement across many

academic topics. Teachers and school officials often assess achievement by
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classroom performance, graduation rates, and standardized test scores. It is the
outcome of students' effort in examinations. Students' academic performance is
determined by a number of factors (Eze et al. 2016).
Child labor. work that deprives children of their childhood, their potential and their
dignity, and that is harmful to physical and mental development (ILO, n.d.) refers to
employment that is physically, intellectually, socially, or ethically hazardous to
children and interferes with their education: by depriving them of the opportunity to
attend school; by obliging them to leave school prematurely.
Cognitive. cognition involves language, attention, learning, memory, and
perception.
Development. a process that results in growth, advancement, good change, or
the addition of physical, economic, environmental, social, and demographic
components.
Economics. Economics is the study of scarcity and its implications for the use of
resources, production of goods and services, growth of production and welfare
over time, and a great variety of other complex issues of vital concern to society.
Education. Education gives everyone a chance to acquire new knowledge and
learn soft skills that will help them improve their life. Education also helps children
to appreciate themselves, their ambitions and knowledge from an early age, and to
understand that they have been given a once-in-a-lifetime opportunity.
Hazardous Child labor. Hazardous child labour is work that is performed by
children in dangerous and unhealthy conditions that can lead to a child being
killed, injured or made ill as a result of poor safety and health standards or
employment conditions. This is referred to as hazardous child labour, International
Labor Organization (ILO).
Ingrained- it is the cultural and social attitudes that child labor is being accepted
and it’s difficult to change.
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Poverty. Poverty is about not having enough money to meet basic needs
including food, clothing and shelter.
Psychosocial Effect- it is the impact of social factors on an individual's mind and
behavior of a child laborer.
UNICEF. The United Nations Children's Fund (UNICEF), originally known as the
United Nations International Children's Emergency Fund. UNICEF is committed to
giving every child in the Region a fair chance to be healthy, educated, protected
and included. We support children who are affected by humanitarian crises, and
mitigate the impact of natural disasters. We provide solid evidence on what works
in the best interests of children.
Unscrupulous- it is the immoral behavior of some adults taking advantage of a
child to work at a very young age.
CHAPTER II
REVIEW OF RELATED LITERATURES
This chapter contains all of the related studies and literature, both foreign
and local that correlate with the study. This chapter serves as the comprehensive
summary of previous research studies and the relationship between the child labor
and the effect of it to the child's academic performance.
Child Labor
Around the world, nearly one in every ten children is subjected to child
labor, with some pushed into dangerous work as a result of human trafficking.
Child labour refers to the exploitation of children through any form of work that
deprives them of their childhood, that might harm them mentally, physically,
socially and morally. Also importantly, it interferes with their ability to perform well
26
in school. Child labour has existed to varying extents throughout history. During
the 19th and early 20th centuries, many children aged 5–14 from poorer families
worked in Western nations and their colonies alike. According to UNICEF, at the
start of 2020, around 160 million children were forced to child labor, with 9 million
additional children at risk due to the impact of COVID-19. This affects
approximately one in every ten children worldwide. Almost half of them work in
dangerous jobs that risk their health and development.
The term "child labor" is commonly defined as work that deprives children of
their childhood, potential, and dignity while also harming their physical and mental
development. It is work that is potentially dangerous and harmful to children's
mental, physical, social, or moral development; and/or interferes with their
education by denying them the opportunity to attend school, forcing them to leave
school too soon, or requiring them to balance school attendance with intensely
long and heavy work.
Child labor is a complicated phenomenon that necessitates examination

from a social, economic, and cultural standpoint. Children work because their
survival and that of their families depend on it, and in many cases because
unscrupulous adults take advantage of their vulnerability. It is also due to
inadequacies and weaknesses in national educational systems. Economic factors
concerning resources such as family income and employment as well as parent
education. Social factors are related to structural characteristics such as family
size and the availability of educational resources (Kwadzo, Annan, 2022).
27
Factors why Children engage in Labor
(a) Poverty
Findings revealed that poverty incidence and prevalence of child labor
were strongly correlated. Similarly, poverty incidence is strongly associated with
the number of working children not attending school. Poverty displaces these
children from school. A clear relationship exists between poverty levels or low
income and the participation of children and teenagers in labor-related activities.
Elevated poverty levels can force families to send their children to work, thereby
preventing the children from investing in the human capital developed by their
attending school (Jensen and Nielsen, 1997).
Empirical data revealed that CARAGA, ARMM and Zamboanga have high
percentages of poor individuals compared with other regions of the country with
large numbers of children not attending school. It is evident that children have
taken on the responsibility of augmenting the household incomes and of providing
the needs of their households. There is enough evidence that concludes that
poverty pushes children to participate in the labor force for them to augment
household income. It is recommended that the government, aside from ensuring
free basic education, should provide and construct schools close to poor
communities so that all children who cannot pay transportation costs are able to
attend school. (Fernandez, R.E. & Abocejo, F.T. 2014)
Napalang, M.A (2017) Child Labor, Poverty and School Attendance. Studies that
Child Laborer attendance in school in the Philippines is related to poverty. The
study discovered a significant correlation between the prevalence of child work
and the incidence of poverty. The percentage of children who are employed but
not enrolled in school is likewise substantially correlated with poverty. According to
the study, children who live in poverty are compelled to work in order to increase
28
home revenue. According to the study, in order to guarantee that all students who
cannot afford the expense of transportation can attend school.
According to the International Labor Organization (ILO), there has been a severe
violation of children's fundamental rights to survival, education, protection, and
development throughout Africa and Asia, where child labor has increased by over
90%. Extreme poverty is a major contributor to child labor since it forces parents to
hire their kids in order to make additional money for basic living necessities.
Analysis reveals that poverty is the main contributing factor to child labor since
poor parents are frequently forced to choose sending their kids to work over going
to school. So, decreasing poverty is essential if we want to stop child labor. The
government can assist by giving financially struggling parents support in exchange
for sending their kids to school rather than to work. (Naeem, Z., Shaukat, F., &
Ahmed, Z. 2011).
(b) Availability of School

According to a 2012 assessment by the International Labour Organization,
around 11% of all children worldwide 168 million children between the ages of 5
and 17 were still working as minors. Over 120 million of these children, or 47% of
all unenrolled children, were between the ages of 5 and 14 and made up the
majority of the world's unschooled population. The report highlights that working at
a young age significantly hinders a child's ability to attend school and acquire an
education. In countries with high child labor rates, attendance rates for working
children are about half those of non-working children, and literacy rates tend to be
low. Even where schools exist the education provided is often not perceived by
children or their parents to be a viable alternative to work. For many families,
schooling is simply unaffordable. Even when it is "free" it involves a perceived
opportunity cost of the income foregone when a child is at school rather than at
work;
29
Additionally, the longer a child works, the less likely they are to attend
school. However, the report also acknowledges that the lack of accessible,
affordable, and quality schooling can push children towards taking up work.
(Global Partnership for Education. 2018, June 12).
In some cases, children seek employment because there is no access to

schools. When there is access, the low quality of education often makes
attendance a waste of time for the students. Schools in many developing areas
suffer from problems such as overcrowding, inadequate sanitation and apathetic
teachers. As a result, parents may find no use in sending their children to school
when they could be home learning a skill and supplementing family income.
Work experiences of the participants who are engaged in child labor?
Seventy per cent of all children in child labour, 112 million children in total,
are in agriculture. Many are younger children, underscoring agriculture as an entry
point to child labour. Over three quarters of all children aged 5 to 11 in child labour
work in agriculture. In many countries child labour is mainly an agricultural issue.
Worldwide 60 percent of all child laborers in the age group 5-17 years work in
agriculture, including farming, fishing, aquaculture, forestry, and livestock.
Agriculture is one of the three most dangerous sectors in terms of work-related
fatalities, non-fatal accidents and occupational diseases. About 59 percent of all
children in hazardous work aged 5–17 are in agriculture. In agriculture this
percentage is higher, and is combined with very early entry into work, sometimes
between 5 and 7 years of age (Geneva, 2010).
One study indicates that hard physical labor over a period of years stunts a child's
physical stature by up to 30 percent of their biological potential. Working in mines,
quarries, construction sites, and carrying heavy loads are some of the activities
30
that put children directly at risk physically. Child labour can be easily spotted in
India’s unorganised sector children are hired as cheap and fast workers in tea
shops, dhabas, small shops, and as personal servants and errand boys. After the
unorganised agriculture sector, it is the unorganised, informal sector which is the
biggest child labour employer. (ILO, 2010).
Child Labor in the Philippines
Child labor, as defined by the International Labour Organization (ILO), is

“work that deprives children of their childhood, their potential, and their dignity, and
that is harmful to physical and mental development.“ The fight against child labor
has seen global progress in the past years. However, it remains to be a major
challenge in many parts of the world as new data showed a rising number of
children being forced into mostly hazardous work.
These include work that is mentally, physically, socially, or morally dangerous and
harmful to children, interferes with their schooling by depriving them of the
opportunity to attend school, obliges them to leave school prematurely and
requires them to attempt to combine school attendance with excessively long and
heavy work.
Data by Alliance 8.7—a global partnership for eradicating forced labor, modern
slavery, human trafficking and child labor around the world—showed that across
the globe, there are 160 million—or 1 in 10—children aged 5 to 17 engaged in
child labor in 2020. The good news, according to Alliance 8.7, is that between
2016 and 2020, there has been significant progress in addressing and reducing
the number of children entering the workforce at a very early age.
31
Progress so far
Alliance 8.7 noted that between 2016 and 2020, child labor among girls
went down to 1.2 million cases. From 8.4 percent recorded in 2016, the share of
young girls in child labor slipped to 7.8 percent in 2020. Child labor among boys
slightly rose from 10.7 percent in 2016 to 11.2 percent in 2020. The data likewise
showed that child labor has been more prevalent among boys than girls at every
age. Figures also showed that since 2000, cases of child labor had declined faster
among girls than boys. However, while Alliance 8.7 acknowledged that the
numbers represent a “success story,” it explained that it does not present the full
picture. “Many girls engage in caregiving, cooking, and other domestic chores for
long hours that interfere with their schooling. But the definition of child labour does
not include such work–if it did, many more girls would be classified as child
labourers,” it added. Alliance 8.7 said child labor among those aged 12 to 14 years
olds fell from 49.1 million cases in 2016 to 35.6 million in 2020. However, the
organization also saw “a worrying rise in child labor among very young children” or
those who are just 5 to 11 years old. From 8.3 percent in 2016, the share of 5 to
11 year-old children forced to work rose to 9.7 percent in 2020.
The number of children working in the country went up in 2021, according to

the Philippine Statistics Authority (PSA). Data from the PSA showed there were
1.37 million working children aged five to 17 years old in 2021, higher than the
872,333 children of the same age range working in 2020. “The number of working
children was higher among boys compared with girls,” the PSA said. Of the 1.37
million working children in 2021, it said 62.8 percent or 858,000 were boys, while
girls had a 37.2 percent share or 508,200. Majority of the children who were
working belonged to the 15- to 17-year-old age group, accounting for 63.8 percent
of the total. By sector, the PSA said agriculture had the highest proportion of
working children at 45.7 percent.
32
This was followed by the services sector, which accounted for 45.4 percent of the
total working children, while the industry sector had the lowest share with nine
percent. “Majority of the working children worked for 20 hours or less per week,”
the PSA said. In particular, 55.9 percent of the total working children in 2021
worked 20 hours or less per week, higher than the 53 percent who were engaged
in the same hours of work in 2020.
Children who worked for 21 to 40 hours rose to 27.6 percent in 2021 from 26.7
percent in 2020. Across regions, Northern Mindanao had the highest proportion of
working children at 12.5 percent in 2021. Caraga came in next with 11.1 percent
and Region XII or SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat,
Sarangani, General Santos) at 7.4 percent. The PSA said the total number of
working children considered to be engaged in child labor also increased to
935,120 in 2021 from 596,919 in 2020.
It added that child labor includes undesirable activities or work done in a

hazardous environment, work rendered for more than 40 hours by those who are
15 to 17 years old and work by children below 15 years old exceeding the
allowable hours. Of the total working children engaged in child labor in 2021, 67
percent were boys, while 33 percent were girls. By age group, those who are 15 to
17 years old accounted for the bulk or over 60 percent of the total engaged in child
labor.
In terms of industry groups, 61.9 percent of child laborers were in the agriculture
sector, 31.9 percent were in the services sector and 6.1 percent were in the
industry sector. Among regions, Northern Mindanao had the biggest share of the
country’s child laborers at 14.8 percent, followed by Central Visayas at 10 percent.
33
On the other hand, the National Capital Region had the lowest share at 1.2
percent.
in 2018, the Department of Labor and Employment (DOLE) as the lead agency in
the implementation of the Philippine Program Against Child Labor will continue the
national anti-child labor campaign, especially in poor communities.The campaign
is being waged alongside delivery of projects to combat poverty and to strategize
and plan on how to achieve the target to remove 630,000 children from child labor
as indicated in the Philippine Development Plan 2017-2022.
In the Cordilleras, based on the 2011 survey of the Philippine Statistics Authority
and the ILO, there are 92,897 child laborers. The DOLE needs the help of all
stakeholders by influencing change and obtaining commitment and support from
various stakeholders to make our communities free from child labor, abuse,
neglect, cruelty, exploitation or discrimination.
The reality is that children make good sources of cheap labor because they
slip under the radar. They are seen as low-skilled workers without a voice, and so
they are easy targets. Employers of children get away with it because supply
chains have become incredibly complex and it is hard for companies to control
every stage of production. Even if big brands appear to condemn acts of
exploitation on the surface, it is hard for them and their consumers to know what is
happening further down the line. The UN Convention on the Rights of the Child,
Article 32 states “Parties recognize the right of the child to be protected from
economic exploitation and from performing any work that is likely to be hazardous
or to interfere with the child’s education, or to be harmful to the child’s health or
physical, mental, spiritual, moral or social development.”
ILO Convention No. 182 (Elimination of the Worst Forms of Child Labor)
Article 7 states that “Each Member shall, taking into account the importance of
34
education in eliminating child labour, take effective and time-bound measures to:
a)Prevent the engagement of children in the worst forms of child labour; b)Provide
the necessary and appropriate direct assistance for the removal of children from
the worst forms of child labourand for their rehabilitation and social integration;
c)Ensure access to free basic education, and, wherever possible and appropriate,
vocational training, for all children removed from the worst forms of child labour;
d)Identify and reach out to children at special risk; and e)Take account of the
special situation of girls.
Philippine laws that protect children are as follows: Presidential Decree

(P.D.) 442 “Labor Code of the Philippines”; P.D. 603, “The Child and Youth
Welfare Code”; Republic Act (RA) 9231 an Act Providing for the Elimination of the
Worst Forms of Child Labor and Affording Stronger Protection for the Working
Child, Amending for this Purpose Republic Act No. 7610, as amended, Otherwise
known as the “Special Protection of Children Against Child Abuse, Exploitation and
Discrimination Act” ; R.A. 9775 “Anti-Child Pornography Act”, R.A. 10361
“Domestic Workers Act”; R.A. 10364 “Expanded Anti-Trafficking in Persons Act of
2012” has included as acts of trafficking the worst forms of child labor defined in
Republic Act No. 9231. ; R.A. 10821 “Children’s Emergency Relief and Protection
Act”.
Today, not only in the Cordilleras or the Philippines but the entire world, the
cause of child labor is Poverty which is widely considered the top reason that
children work in jobs that are exploitative and inappropriate for their ages. But
there are other reasons as well like family expectations and traditions; abuse of the
child; lack of good schools and day care; lack of other services, such as health
care; public opinion that downplays the risk of early work for children; uncaring
attitude of employers and limited choices for women.
35
The parents of child laborers are often unemployed or underemployed,
desperate for secure employment and income. Yet it is their children – more
powerless and paid less – who are offered the jobs. In other words, says UNICEF
in their “Roots of child labour” report states that children are employed because
they are easier to exploit. Other factors that contribute to instances of child labor
include: limited access to compulsory, free education; irregular monitoring and
weak enforcement of relevant laws; local laws that include a lot of exemptions;
globalization and an emphasis on low labor costs and inability to uphold workers’
and child rights.
Child labor and Academic Performance
Child labor and its effect on performance in primary school examinations: A

case study of Kiambaa, Kiambu County, Kenya. According to the study, child labor
has a negative effect on students' academic achievement in elementary school
exams. Children who are young laborers have little time for studying and doing
homework, which results in poor academic performance. In addition, they state
that the reason why children work at a very young age is because, particularly in
low-income households, is driven by poverty, a lack of awareness of child labor
laws, and cultural norms. (Kamuri, E. N. (2016).
Orrenius, P. M., & Zavodny, M. (2012). Child labor and academic

performance in Guatemala. Using data from a nationally representative survey of
households. The analysis showed that child labor negatively affects the academic
performance of children in Guatemala. They found that children who work tend to
have lower academic achievement compared to those who don't work. Moreover,
the negative impact of child labor on academic performance is more significant for
younger children and for those who work for longer hours. Child labor in
Guatemala is associated with lower academic performance among children.
36
Nelson, G.L. & Quiton, J.D. (2017). It was found that the dropout rate from
school decreased when the number of working hours and frequency of heavy
physical work lessened. Working for a relative, and when the child is an unpaid
worker did not affect their schooling as compared to children who engaged in
heavy physical work. The adverse effect on health among working children in the
agricultural sector was due to heavy physical work and exposure to parasites and
bacteria. It was found that most children working in the industrial sector were
affected by exposure to extreme temperatures and harmful chemicals. Long
working hours meant less time for recreational activities. The identification of these
specific factors are useful for policy makers in the Philippines who aim at reducing
the incidence of child labor.
World statistics show that children involved in labor have a problem with the
adaptation of teaching and working hours; they usually have more absences in
school compared with children who do not work (the descriptive results from main
teachers’ declarations showed similar results). Logically, absences and loss of
instructional courses increase the failure probability (Kida, 2018).
Academic experiences of the children who are engaged in child labor in

terms of the following:
a.Attendance
- In the 2015 report Child Labour and Education – Progress,
challenges, and future directions the ILO analyzes the role of child
labor in keeping children away from school, as well as the lack of
accessible, affordable and good quality schooling as a factor for
children to enter the workforce. There is a strong negative effect of
child labor on school attendance. In some countries, school
37
attendance rates of working children are only about half of those of
non-working children. In certain cases, a negative relationship
between the number of hours worked and the hours of school
attendance has been found (Boozer & Suri 2001). For example,
Buonomo (2011) found that children who work below the median
predicted by the proposed statistical model (up to two hours daily)
demonstrated better schooling results (measured years in school,
age grade ratio, completion of elementary education, completion of
at least one year of secondary education) than those children who
only attended school.
b. Class participation
- For a child to perform academically well, he/she needs a stable mind

and a motivating environment. These conditions often elude some
children particularly those from low-income homes child abuse can
have a drastic consequences on the future life of the child, it is
dehumanizing. It engenders low self esteem, promotes inferiority
complex, belittles the individual, as well as degradation of one's
personality (The punch. August 14, 2004).
c. Study habits
- Child labor can have a significant impact on a child's study habits.
When children are engaged in labor-intensive work, they often face
various challenges that can hinder their ability to focus on their
studies. Child labor often requires long hours of work, leaving
children with limited time for studying and completing homework.
This lack of time can lead to incomplete assignments, inadequate
preparation for exams, and overall reduced study time. Child labor
38
often disrupts regular attendance at school, leading to irregularity
and frequent absences. This irregularity can cause a significant gap
in their learning, making it challenging for them to keep up with the
curriculum and develop consistent study habits. It is crucial to
address the issue of child labor and ensure that children have access
to quality education and a safe learning environment. Governments,
organizations, and individuals should work together to eliminate child
labor and provide support systems that enable children to focus on
their studies and reach their full potential.
d. Subject Performance
- Child labor can have a detrimental effect on a child's subject
performance or academic achievement. Child labor often requires
children to work long hours, leaving them with limited time for
studying. This lack of time can result in insufficient preparation for
exams, incomplete assignments, and an overall reduced focus on
their academic subjects. As a result, their performance in various
subjects may suffer. The ILO examines the effect of child labor in
keeping children out of school in its 2015 study Child Labour and
Education - Progress, Challenges, and Future Directions, as well as
the absence of accessible, affordable, and high-quality schooling as
a barrier to children entering the labor force. Taking on labor-related
activities at a young age limits adult employment chances, impedes
attainment of a sufficient educational level, and even impedes the
establishment of a stable family unit. (Beegle, Dehejia, Gatti, &
Krutikova, 2007; Seebens & Wobst, 2003).
39
Synthesis
Child labour remains a persistent problem in the world today. The latest
global estimates indicate that 160 million children – 63 million girls and 97 million
boys – were in child labour globally at the beginning of 2020, accounting for almost
1 in 10 of all children worldwide. Seventy-nine million children – nearly half of all
those in child labour – were in hazardous work that directly endangers their health,
safety and moral development.
Global progress against child labour has stagnated since 2016. The
percentage of children in child labour remained unchanged over the four-year
period while the absolute number of children in child labour increased by over 8
million. Similarly, the percentage of children in hazardous work was almost
unchanged but rose in absolute terms by 6.5 million children.
The largest share of child labour takes place within families. Seventy-two
per cent of all child labour and 83 per cent of child labour among children aged 5
to 11 occurs within families, primarily on family farms or in family microenterprises.
Family-based child labour is frequently hazardous despite common perceptions of
the family as offering a safer work environment. More than one in four children
aged 5 to 11 and nearly half of children aged 12 to 6 14 in family-based child
labour are in work likely to harm their health, safety or morals.
Child labour is frequently associated with children being out of school. A
large share of younger children in child labour are excluded from school despite
falling within the age range for compulsory education. More than a quarter of
children aged 5 to 11 and over a third of children aged 12 to 14 who are in child
labour are out of school. This severely constrains their prospects for decent work
in youth and adulthood as well as their life potential overall. Many more children in
child labour struggle to balance the demands of school and child labour at the
same time, which compromises their education and their right to leisure.
40
From an economic perspective, variables that relate to child labor supply
are household poverty status, family low income, parental unemployment, and
other family economic shocks. According to Basu and Van, family poverty may be
the primary reason for why children engage in labor. While there are laws
prohibiting child labor, many children are compelled to work to help their families
survive. Parental stress and a lack of parental social support may force children to
work to support households in the absence of social assistance schemes. A child’s
labor contribution could be used as an asset for smooth consumption for the
family. Child labor serves as a shock absorber to ease the impact of possible
parental job loss, failed harvests, and other shocks to the family's income stream.
Social factors that may provoke child participation in the labor market include
illiteracy and ignorance of poor parents, household size, family type, and culture
norms that emphasize the tradition of making children learn the family’s
entrepreneurial skills. The educational status of the parents is an important social
factor related to child labor. The more education parents (particularly the
household’s head) have, the less likely they are to let their children work. In
general, single-parent families seem to be closely linked with a high prevalence of
child labor.
The ILO (2014) reported that child labor is unfavorable and unsafe to
children's health and denies them of a proper education. Studies show that
children who do not work cope better in school than children who do. Children who
combine work and school can experience negative psychosocial effects on their
educational progress and performance. Abdalla et al. affirmed in various studies
that child labor adversely affects the health of children, leading to severe health
complications that adversely affect their education. A study conducted by
Anumaka involving 2,307 pupils who sat for the primary leaving examination in the
Nebbi District of North-East Uganda found that many of the children who did not
perform well were those who had engaged in labor activities. Rahman and
Khanam found that child work had a negative effect on learning attainment in the
41
areas of arithmetic and reading in Ghana. In a study conducted by Al-Gamal et al.
in Jordan, children who were not engaged in any form of work were found to
perform better in school than those who are engaged in work. Afenyadu
contended that not all work is dangerous to children’s mental development and
that work improves their basic knowledge and skills. He noted that the damage
that child labor may do depends on the intensity and nature of the work. Holgado
et al. argued that there is no simple linear association between child labor and
academic performance and that multiple factors, including labor conditions,
morning work schedules, and the number of hours worked per week, can
negatively affect the academic performance of child laborers. Nevertheless, a
study by Heady on the effect of child labor on learning outcomes showed that in
Ghana, child work, especially that carried out in the home, had a fairly small effect
on children’s school performance.
CHAPTER III
RESEARCH METHODOLOGY
This chapter presents the research method used, sampling, participants,
research setting, instrument, and data collection.
I. Research Method Used
According to Kombo (2006)There are two types of approach in study i.e.

quantitative approach uses numerical data or data that are quantified and
Qualitative approach that uses non-numerical data or data that have not been
quantified. The researchers will use the qualitative approach to determine the
effect of child labor to the child’s academic experience.
42
The researchers will use a phenomenological research design as it will
allow researchers to investigate how child labor affects the child’s academic
learning development. Phenomenological design as defined by Creswell (2009),
“phenomenology is a research strategy of inquiry in which the researcher identifies
the essence of human experiences about a phenomenon as described by
participants” To gather data, the researchers will utilize an interview method to
collect the participants’ experiences about the topic being studied. Once data are
collected, these will be analyzed using Clarke and Braun’s Thematic analysis.
Thematic analysis, which can include both deductive and inductive

practices, was developed across disciplines throughout the twentieth century,
including work in physics by Gerald Holton (1973). Braun and Clarke's thematic
analysis has become a staple of qualitative research, Thematic analysis is the
process of identifying patterns or themes within qualitative data. Braun & Clarke
(2006). Braun and Clarke's thematic analysis method is an iterative process
consisting of six steps: (1) becoming familiar with the data, (2) generating codes,
(3) generating themes, (4) reviewing themes, (5) defining and naming themes, and
(6) locating exemplars.
II. Sampling
To select participants for the study, the researchers used the purposive
sampling technique under non-probability sampling. According to Arikunto (2010),
purposive sampling is the process of selecting a sample by taking a subject that is
not based on the level or area, but it is taken based on the specific purpose. The
participants must be between the ages of 8 and 17 and must have engaged in
child labor while enrolled in the study in order to be qualified to participate.
The logic of purposeful sampling lies in the selection of information rich
cases, from which the researcher ‘can learn a great deal about matters of central
43
importance to the purpose of the research’ (Patton, 1990 cited in Emmel, 2013).
They also affirmed that these cases are worthy of in-depth study because they
provide detailed insight.
III. Participants
The researchers considered ten participants who are all working children
aged 8 to 17 years old to attain the data for the study where they share the same
experiences to obtain data for the study. The participants will be selected based on
the main purpose of the study which is to determine how child labor affects their
academic performance.
IV. Ethical Considerations
The researchers will not disclose the participants’ identity in compliance

with the Republic Act No. 10173 or known as the Data Privacy Act in the
Philippines, a law that protects all forms of information including personal, private,
and sensitive contents. The information gathered will be kept confidential, and the
researchers will only share information that has been mutually agreed upon by
those involved in the study.
The researchers will ensure that informed consent is obtained prior to

conducting the study. The Ethics Code of the American Psychological Association
describes informed consent, in part, as follows: “Informed Consent, psychologists
inform participants about (1) the purpose of the research, expected duration and
procedures; (2) their right to decline to participate and to withdraw from the
research once participation has begun; (3) the foreseeable consequences of
declining or withdrawing; (4) reasonably foreseeable factors that may be expected
to influence their willingness to participate such as potential risks, discomfort or
adverse effects; (5) any prospective research benefits; (6) limits of confidentiality;
44
(7) incentives for participation; and (8) whom to contact for questions about the
research and research participants' rights. They provide opportunities for the
prospective participants to ask questions and receive answers.” (APA Ethics Code
Addresses When Obtaining Informed Consent From Research Participants Is Necessary,
2014)
V. Research Setting
The researchers will conduct the interview outside or in the vicinity of the
participant's house where we can interview him/her alone for an effective and
unbiased response.
Moreover, the researchers decided to conduct the study within Pasig City,
Philippines to further explore the effect of child labor on the child’s academic
performance.
VI. Research Instrument Used
It is crucial to define the research instrument in this study. In addition,

according to Arikunto (2010) in order to facilitate the researcher, a research
instrument is chosen as an assisting tool to collect the data. Ary (2010) stated that
the most common research instruments used in qualitative research are
observation, interview, and document analysis. In this study the researchers will
utilize an interview to gather information for determining the effect of child labor on
the academic learning of the participants.
VII. Data Gathering Procedures
The researchers will present a letter of approval to conduct a study.

Upon the approval of the request, the researcher will look for participants within
Pasig City and Pateros, the researchers will look for students in a range of 8 to 17
45
years old who are working while studying. The consent will be given to the parents
and the child, The approval and agreement between the target respondents and
researchers were considered. Once approved, the interview will start with
particular respondents with experience of child labor. The data gathering
procedure for this study was subdivided into particular phases to answer the
researchers’ statement of the problem. The interview will happen outside the
participants’ house or within the vicinity of their house. Each respondent the
researcher interviewed, observed the respondent’s behavior and the thing they
said will be audio recording and study. After interviewing, the researchers will
gather, validate and interpret by the researchers using Clarke and Braun’s method.
References
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https://www.researchkey.net/assessing-the-influence-of-child-labour-on-
academic-performance-of-secondary-schoolstudents
APA Ethics Code Addresses When Obtaining Informed Consent From Research
Participants Is Necessary, 2014
Baclig, C. E. (2022, December 15). Child labor: The monster remains a
threat in PH, worldwide | Inquirer News. INQUIRER.net.
https://newsinfo.inquirer.net/1705471/child-labor-the-monster-remains-a-
threat-in-ph-worldwide?fbclid=IwA
Bezerra, M. E., Kassouf, A. L., & Arends-Kuenning, M. (2009). The impact of child
labor and school quality on academic achievement in Brazil.
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Chudgar A, Grover V, Hatakeyama S, Bizhanova A. Child labor as a barrier to
foundational skills: Evidence from Bangladesh and Pakistan. Prospects (Paris).
Child Hope Organization in the Philippines. (2021) A Closer Look at Child Labor in
the Philippines
Edralin. (2002). Kids at Risk: Plight of Child Workers in the Tourism Industry in
Cebu.
Evans, R. (2014) 'Children as caregivers', Chapter 65, in A. BenArieh, F. Casas, I.

Frones and J. E. Korbin (Eds.) Handbook of Child Wellbeing, Heidelberg: Springer.
Fernandez, R.C.E., & Abocejo, F.T. (2014) Child Labor Poverty and School
Attendance: Evidences from the Philippines by Region
Holgado, D., Jariego, I. M., Ramos, I. B., Palacio, J., Oviedo-Trespalacios,
O., Romero-Mendoza, V., & Amar, J. J. A. (2014). Impact of child labor on
academic performance: Evidence from the program “Edúcame Primero
Colombia.” International Journal of Educational Development, 34, 58–66.
Holgado, D., Maya-Jariego, I., Ramos, I., Palacio, J., Oviedo-Trespalacios, O.,
Romero-Mendoza, V., & Amar, J. (2014). Impact of child labor on academic
performance: Evidence from the program “Edúcame Primero Colombia”.
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Labor and Health: a systematic literature review of the impacts of child labor on
child’s health in low- and middle-income countries
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DISCUSSION PAPER SERIES Forschungsinstitut zur Zukunft der Arbeit Institute
for the Study of Labor March 2009, The Impact of Child Labor and School Quality
on Academic Achievement in Brazil.
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Health and Recreation of Filipino Children. Journal of Population and Social
Studies Vol. 26 No. 1
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Saracho. (2021). Theories of Child Development and Their Impact on Early

Childhood Education and Care.
48

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RIZAL TECHNOLOGICAL UNIVERSITY

College of Arts and Sciences

CHILD LABOR: HOW DOES IT AFFECT THE CHILD’S ACADEMIC

An Undergraduate Thesis Presented to the Faculty of the

In Partial Fulfillment of the Requirements for the Degree of

Abad, Jane May T.

May 2023 REMEDIOS BASCO

Accepted in partial fulfillment of the requirements for the degree

May 2023 DR. RODRIGO DP. TOMAS

Approximately 95% of them are engaged in dangerous labor. Sixty-nine percent of

effects of child labor on academic performance.

This paper’s accomplishment will not be possible without the help of

surpass the challenges given to them.

Rizal Technological University, headed by Dr. Eugenia M. Yangco, for without

things that molded me/us to become a goal-oriented and persevered person.

support and trust.

To my thesis-mate Jane, Renilyn, Mary, Hannah, and Ella, for putting so

faced throughout this study;

me/us to push through;

parts: the introduction, research problems/research objectives, theoretical

framework, conceptual framework, scope and limitations of the study, significance

of the study and the definition of terms.

and mental development. It is work that is potentially dangerous and harmful to

long and heavy work.

According to the International Labor Organization (ILO), child labor is work

70.9% worked in agriculture, 17.2% worked in services, and 11.9% worked in

sectors are the largest employers of child labor.

problems. It is the development of knowledge, skills, problem solving, and

dispositions that enables children to think about and comprehend their

surroundings. Cognitive development includes brain development. The ILO (2014)

experience negative psychosocial effects on their educational progress and

affect their education.

development and skills.

their academic learning through qualitative phenomenological design. The

Reason why they engage in work at a very young age

Due to a variety of hard conditions, children may find themselves working at

encounter strained dynamics or insufficient care inside their houses. These

circumstances drive children to seek jobs as a means of escaping unpleasant

home surroundings or meeting their own needs when familial support is

unachievable or meaningless to both children and their parents when inadequate

school infrastructure is combined with low-quality instruction. Furthermore,

measures to reduce poverty, increase access to high-quality education, fortify

The International Labor Organization (ILO) has reported that in the

industrial sector. These child laborers perform various tasks, including

manufacturing, mining, quarrying, construction, domestic service, and general

services such as working in retail establishments, restaurants, and hotels. These

to hazardous and exploitative work conditions, depriving them of their rights to

education, proper development, and a safe childhood. Efforts must be made to

Law about Child Labor

Republic Act 9231, also known as the "Special Protection of Children

Republic Act 9231 is a crucial legal framework that acknowledges the

vulnerability of children and aims to safeguard their safety, well-being, and

development. The law prohibits children from engaging in hazardous labor,

recruit, transport, or exploit children for illegal activities.

abuse, violence, or exploitation. It criminalizes acts such as child prostitution,

significance of providing rehabilitation and support services to child victims,

traumatic experiences they may have endured.

In general, Republic Act 9231 serves as a significant legal tool in promoting

message that children deserve special protection, and it establishes measures to

When do we consider them as child labor?

physical, mental, or psychosocial development. The law defines hazardous work

as any work that exposes children to physical, psychological, or moral risks, or

interferes with their education.

age for employment as defined by Republic Act 9231.