REVISION of CHAPTER 1-5

GEN. T.
DE LEON NATIONAL HIGH SCHOOL

SENIOR HIGH SCHOOL DEPARTMENT
THE EFFECTS OF WORK MANAGEMENT APPROACHES
OF WORKING STUDENTS TO THEIR CLASSROOM ACTIVITIES
IN GENERAL TIBURCIO DE LEON NATIONAL HIGH SCHOOL
A quantitative research presented to the Department of Senior
High School in Gen. T. De Leon NHS
In partial fulfilment of the requirements needed in the
subject Practical Research 2
Deang, John Justine Krysler Lioubov C.
Dela Cruz, Jasper B.
Dula, Eric Jr. A.
Dulalia, Beyonce L.
Gaste, Charlz Stenner M.
Vera, Clark Jancee D.
2022
1
GEN. T. DE LEON NATIONAL HIGH SCHOOL
ABSTRACT
The study aimed to investigate the effects of work management
approaches of working students to their classroom activities. The research
questions addressed the different work management approaches and the
effects they have on the different classroom activities experienced by
working students, such as quizzes and performance tasks. The study was
limited to working students in the Philippines and the focus was on how
they manage their work and cope with academic responsibilities. The
study used a quantitative research design, with a sample selected through
purposive sampling and analyzed through a questionnaire. ANOVA and
Weighted Mean are the statistical analysis that the researchers used.
Results showed that working students use various work management
approaches, including time management, and have a positive effect on
their classroom activities. The analysis showed a significant relationship
between work management approaches and classroom activities. Based on
these findings, recommendations were made for teachers to consider
working students and for working students to be flexible in managing their
work. The study provides insights for teachers to enhance their teaching
practices and for working students to make informed decisions.
2
APPROVAL SHEET
This research entitlesd “The Effects of Work Management Approaches of
Working Students to their Classroom Activities in General Tiburcio De Leon
National High School”, prepared and submitted by John Justine Krysler Lioubov C.
Deang, Jasper B. Dela Cruz, Eric A. Dula Jr., Beyonce L. Dulalia, Charlz Stenner
M. Gaste, Clark Jancee D. Vera, in partial fulfilment of the requirements for
Practical Research 2 of Senior High School, has been examined and recommended
for final examination for the first semester.
Dr. Jaime Boy A. Alegre

MAED-MATH, MAED-EM
Research Adviser
3
PANEL EXAMINERS
Approved in partial fulfillment of the requirements for the Practical
Research 2, by the Committee on Oral Examination
Adrian S. Nalo Julie Z. Cadiz

Teacher III Teacher III
Aron Paul San Miguel

Teacher II
Accepted and approved in partial fulfillment of the requirements
for the Practical Research 2 of Senior High School Department.
__________________________ __________________________
Ramona A. Villanueva, Ed. D Cesar C. Villareal, Ed. D.
SHS Focal Person Principal IV
4
ACKNOWLEDGEMENT
The researchers would like to express their deepest appreciation and
gratitude to the following persons who helped and guided them throughout
the research study:
To the Almighty God, who guide us and gave us the strength that the
researchers needed to accomplish the study.
To Dr. Jaime Boy Alegre, Research Adviser, for his assistance and the
wisdom he teached each one of us in order to complete our study.
To Dra. Ramona Villanueva, for helping us in conducting our research
To Mrs. Jovalyn Emano, for being our grammarian and for helping us
strengthening our questionnaire.
To our respondents, who cooperated with us until the study’s finished.
Extending the thanks to each and every one who helped in the preparation of
this study.
5
CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter gives emphasis on introduction, background of the study, statement of
the problem, hypothesis, scope and delimitation, and significance of the study.
INTRODUCTION
Working while studying is a common practice among students. It is a difficult
undertaking, particularly for full-time students who work more than 15 hours each
week (Frigillano, 2015). And as stated by the Commission on Higher Education
(CHED) as of March 2022, there are 216,000 students that are balancing their work
and studies at the same time. These working students may find it challenging to
balance their time between their academic commitments and their jobs. On the other
hand, students around the world are increasingly doing jobs in addition to their
studies (Jewell, 2014). According to the Trade Union Congress' 2016 study, the
burden of student debt and the high cost of higher education have significantly
increased the proportion of students who work part-time throughout the academic
year.
Despite the government's tuition-free education initiative, which was overseen
by former Philippine President Rodrigo Duterte, an increase in the number of
working students is extremely apparent (Tapitan et al. 2018). Even though their
6
families are unable to support them financially, Filipino teenagers are eager to
pursue and complete their education. As a result, they are either forced or willing to
work jobs in order to see themselves in school. Even though they reside in a
developing nation, the Filipino people place a high value on education. As a result,
working students are primarily motivated by financial necessity in order to give
them a great educational experience and advance them toward their long-term
objectives.
On the other hand there are classroom activities that are activities that supports
the educational development of the students. Applying learned concepts and new
knowledge helps deepen the learning intake of the students, with the help of the
classroom activities. It plays a vital role in learning as it supports the students’
intellectual development and it allows the students to use their critical thinking and
analyzation. By engaging students into different modalities and styles of learning
they may attain skill or effectiveness in a specific area.
In that sense, having work management is a good approach to a task. Some of
the work management approaches includes: planning to-do lists, time management,
and wise decision-making. It ensures to improve productivity to achieve the desired
outcome. As well as, reduces wasted time, because it lessens confusion at the same
time it allows to maximize the time given. It plays a vital role in managing the
given task.
7
This study sought to answer on how work management approach of working
students affects their performance in classroom activities. Some working students
lack work management techniques thus lead to the students failing. The researchers
want to know the effect of the work management of the working students to their
classroom activities to help them save time and avoid failing grades.
BACKGROUND OF THE STUDY
According to (Mitchell, 2016), being a working student is probably stressful
because it requires balance to your social life, time for family, school, and work.
Figuring out how to manage the pressure that pursues with being a working student.
She stated that being a working student is stressful especially about how they can
balance and manage their work properly. This statement relates with the
researchers’ study because this is where work management comes in, where they
can be given opportunity to overcome the stress on balancing their work. It is also
one of the things that helps them improve their work as well as managing their
classroom activities.
As stated by Darolia (2014), working affects students academically as a result of
it, they lost their confidence to enroll and they start to search for an employment.
This statement is related to our study by saying the students' problem. He said that
more students choose to work than study because their work affects their academic
performance. In this problem, it shows the importance of work management. Work
8
management is important especially among working students. In the problem, it is
said that their work affects their academic performance, this can be avoided if every
student knows how to properly manage their work.
In accordance with Powers (2013), working students have less time to study
their lesson. They can be always late for their classes. This may result in poor
academic performance and low grades. This statement is related to our study
because this is where the proper handling of time comes in, which is in part with
work management. Powers stated that there are students who are late in terms of
passing their classroom activities, in which it causes them to have low grades.
Proper handling of work, especially time, is a way to overcome this problem.
STATEMENT OF THE PROBLEM
The purpose of this study was to identify the effects of work management approaches
of working students in terms of doing their classroom activities. The study seek to
answer the following question:
1. What are the different work management approach?
9
1.1 Planning to-do list,
1.2 Time management,
1.3 Wise-decision making.
2. What are the different classroom activities experienced by working
students?
2.1 Quizzes,
2.2 Seatworks,
2.3 Performance Tasks.
3. What are the effects of work management approach to working students’
classroom activities?
3.1 Increase productivity,
3.2 Better scheduling,
3.3 Better management of resources.
4. Is there a significant relationship between the effects of work
management approaches as to working students’ classroom activities?
HYPOTHESIS
- This hypothesis has a 0.05 significant level of accuracy.
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There is no significant relationship between work management approach to working
students’ classroom activities.
SCOPE AND DELIMITATION
This study focuses on how working students manage their work properly
upon coping with their academic tasks. Furthermore, this would also determine
how work management approaches affects the working students. This study covers
120 working students. The respondents of this study will be the selected working
students in General Tiburcio De Leon National High School within the first
semester of the academic year 2022-2023 using purposive sampling.
SIGNIFICANCE OF THE STUDY
The following group of people are the possible benefactors of this study:
Working Students - This study will serve as a guide to working students on how
they will balance their work while studying, which may help them to know how to
handle their classroom activities with the help of work management approaches.
Considering-to-work Students - This study will help them to have an idea on how
they can manage their classroom activities if ever the time they’ll work while
studying.
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Teachers – With the help of this study, teachers may have a better understanding of
the situation of their students that currently have a work, which will enable them to
have an idea on how can they teach their “working” students.
Future Researchers - Within this study, future researchers who wanted to conduct
a research similar to this current study, they may gain insight about the topic, as well
as having an information that may help them in the research they’re conducting.
CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter presents the review of the related literatures and studies pertaining as
to how work management approach affects working students’ classroom activities
12
which are related to the current study. It also presents the synthesis of the related
literature and study, conceptual framework and definition of terms.
RELATED LITERATURE
According to Perna (2020), working students are need to be academically
responsible as well. A working student needs motivation in themselves to perform
their duties while balancing academic and work responsibilities.
Working students must know their responsibilities and must set their goals to be
able to manage their day-to-day task without compromising their studies. It is
important for them to know their priorities and ensure that they are balancing
academic and work duties.
As stated by Acaso, M. ., Insopido, A. H. ., Tan, M. J. G. ., Vega, R. J. F. ., &
Dela Fuente, A. L. . (2019) Working while you study means taking up part-time
work. It significantly affects how well students succeed academically. The purpose of
their study was to learn how the working students were affected by their families,
time management, classroom activities, and academic performance. The majority of
students acknowledged that working while they were studying had an impact on their
grades. Poor engagement in classroom activities was the most prevalent consequence.
In the current study, working students need to learn more about work
management to overcome this kind of problem. Work Management is one of the
needs of a working students, where they are given guidance on how to manage their
13
work properly. Work Management such as planning and time management are one of
the ways for them to overcome problems with their family, balance their time well
and problem with their classroom activities.
In accordance to M. Regis (2019), there are three main areas where working students
have difficulties: (1) at work, (2) in school, and (3) at home. They are more likely to
suffer from sleep deprivation, pressure to perform well, difficulty balancing work and
personal obligations at work. Both their academic performance and interpersonal
interactions at school face difficulties. The problem at home is finding enough time
for quality family time and tight budget. Additionally, coping techniques used by
working students were examined in this study. Some of these techniques include time
management, job planning, and work scheduling. The study came to the additional
conclusion that working while studying helps students build their sense of
independence, self-motivation, self-esteem, and other soft skills.
The study by M. Regis reflects in the current research because in their study
stated that there are 3 difficulties that working students encountered, at work, in
school and at home. Coping techniques that working student used to overcome these
difficulties was the techniques such as time management, planning and scheduling
which is some of the examples of work management. It seems that work management
techniques have a good effect on students to overcome these difficulties, especially if
they affect and struggle to their classroom activities.
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As mentioned by Hindrayani et al. (2021), in contrast to the benefits of working
while studying, students face many challenges in achieving their academic
excellence.
Working students have divided time in studying and doing their work duties,
thus, they may not be able to focus on their studies which may compromise the
classroom activities they pass inside their class. But with a good work management
approach it is possible to balance the workloads they have.
In accordance with A.M, Nunez, V. Sansore (2016) a student who work could
develop their leadership skill and working while studying can also improve their
college life and their academic performances.
Because of the working students’ engagement in both work and school, the
stress and pressure that they face in school and work may develop their leadership
skill and a good work management approach.
As specified by Triventi (2014), It says that there are some positive and negative
effects of working while studying. Some of the positive effects that obtain by the
working students are they increased their independence specially to decide, managing
a schedule, ability to budget, gaining soft skills, such as communication and
problem-solving skills. While some negative effects are it affects their academic
performance, higher dropout rates and it delayed graduation rates.
The study of Triventi reflects in the current research study because it states some
of the positive effects that they gain in working while studying which will help
15
working students. These positive effects such as scheduling and independence to
decide or decision-making is same as the work management that they need to
overcome the negative outcomes that they experience such as, affecting their
academic performance or classroom activities and increasing of dropout rates.
According to the findings of the research study of E. Tetteh and E. Attiogbe
(2019), they have found that combining schooling with work results in less time for
studies which negatively affects academic performance. Again, difficulty in finding
time for studies due to work requirements ranks the highest, and finally, students
receive slightly better support from their academic institutions than from their
employers.
The negative notion is while working they may neglect their studies, but with a
great work management approach it slighty improves their academic performance,
namely the scores they’ll get in their classroom activities.
In keeping with J. Logan, et al.’s study (2016), not only are more students
employed than in previous decades, students are working more hours. This could
lead to declines in academic performance as hours worked increase, resulting in less
time for studying.
The study of J. Logan, et al. relates to this current study because without no
good work management the said effects of the related study may happen to the
working students.
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As claimed by Velasco (2014) being a working student is a responsibility of
many less fortunate but willing young adults and adult individual. The reason is
economic- scarcity funds, scarcity of financial resources. Working and studying at
the same time can augment the income or the resources for matriculation or other
needs.
The study of Velasco states the reason why most students tend to work. And it
relates to our study in a way of providing the reason or the goal of the working
students: to gain money for necessities.
SYNTHESIS OF RELATED LITERATURE
In summary, working students must always know what are their responsibilities and
must learn to set their goals to be able to survive day-to-day living without
sacrificing any of their studies. With the use of the coping mechanisms such as: that
they use, they are able to manage their work at a precise way time management,
planning and scheduling. Great mastery of each work management approaches can
17
lead to lessening the workload in a smooth manner. Some work management
approach may even alleviate the pressure and stress of the working student, it has a
good effect on students in overcoming difficulties, especially if they affect and
struggle to their classroom activities.
Some disadvantages of being a student while working is that they are often short
on time and commonly find themselves with limited time to study, sleep, and
maintain healthy eating habits. Working while studying has also negative impact to
their academic performance, from working and attending school, stress becomes the
main setback in which affects their academic performances. On the other hand, the
capacity to budget, manage a schedule, and learn soft skills like communication and
problem-solving abilities are a few of the advantages. Work life balance is an
important factor to consider at all times to address the difficulties faced my many of
the working students. Knowing ones priority and mastering work management skills
are the key behaviors that would help in creating a better result in both work and
academic of a working student.
They also need to consider that most of the students who decided to work may
be struggling financially to support their day to day expenses, thus, they are in need
of a strong support system at school and at home. It could lead to decline
academically as hours, if not days, are worked instead of studying. It is important to
seek help when needed and provide one when asked. Provide help and assistance if
18
other fellow working student needed, none will help except yourselves, there’s a
saying that “no man is an island” for a reason.
CONCEPTUAL FRAMEWORK
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Figure 1. Research Paradigm
This study utilizing the input, process and output model. The first
frame refers to the input which includes the different work management
and different classroom activities of the working students, it also includes
the effect of work management to the working students' classroom
activities. The second frame refers to the process of construction,
validation and administration of questionnaire. It also refers to the data
gathering, analysis and interpretatiom of data. The third frame refers to the
output of the study which in the researchers knows the effects of work
management to working students’ classroom activities in General
Tiburcio De Leon National High School using work management. The
arrow from input connecting to the process and output indicates the
relationship of these three in our study.
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DEFINITION OF TERMS
The following are defined operationally to be easily understood:
1. Classroom Activities - Educational activities that support the students'
development and deepen their learning experience.
2. Performance - The level of success in completing tasks, such as classroom
activities.
3. Planning - The process of creating a detailed plan of action to achieve a specific
goal.
4. Priorities - The most important tasks or responsibilities to focus on.
5. Scheduling - The process of organizing and assigning specific times for tasks and
activities.
6. Time Management - Effective management of time to balance responsibilities
and achieve goals.
7. Work Management - A systematic approach to completing tasks in order to
improve productivity, reduce wasted time, and maximize available time.
8. Work Management Approach - The techniques and strategies used by a person
to manage their work in a systematic and efficient manner.
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9. Working Students - Individuals who attend school while also working, which can
be stressful and challenging as they need to balance their time between school, work,
and personal life.
10. Working While Studying - A challenging situation where a person works while
attending school, which requires effort and time management to achieve success in
both work and school.
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CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
In this chapter the following are included in order for the researcher to
gather data: the research design, the research locale, the research instrument, the
sample and sampling technique, the data gathering procedure, and the statistical
analysis.
RESEARCH DESIGN
The study is a quantitative type of research. The researchers will use
correlational research design. A correlational research design investigates
relationships between variables without the researcher controlling or manipulating
any of them (Bhandari, 2022). The researchers aim to know what are the effects of
work management approaches on classroom activities, in that sense the researchers
can fully utilize correlational research design.
RESEARCH LOCALE
A high school, namely, General Tiburcio De Leon National High School was
established in Valenzuela, under the direction of the Division and City Schools in
1969. Gen. T. De Leon National High School, or GTDLNHS, is another name for the
institution that was formerly an annex of Valenzuela Municipal High School. The
23
school has moved about a few times before becoming a fully independent high school
in Valenzuela, since 1997 and settled in its present location in Mercado Street near
the bridge of T. Bugallion.
Ana D. Cruz was initially assigned to oversee the institution and Mrs. Rosario
Tolentino-Santos served as the high school's first chairwoman from 1976 to 1984.
General Tiburcio De Leon NHS appointed Salvacion V. David to be the new
principal of the school who instigated significant changes in physical development,
A three storey building with 12 classrooms was donated by the national government
through the efforts of former second district representative Antonio M. Serapio, and
was constructed under the administration of Efren H. Tanfelix as the secondary
school head of GTDLNHS in 1992. Because of the student population at the school,
a second school building was built there at the beginning of 2008. All of the fourth-
year sections and some third-year sections were initially used in the newly
constructed school building from 2009 to 2010, however it is now fully operational
for the current academic year.
During the academic year 2017–2018, General Tiburcio National High School
began its first senior high school class and provided academic and technical
lvocational tracks. Accountancy, Business, and Management (ABM). General
Academic Strand (GAS). In Technical Vocational Track, Home Economics (TVL-
HE) and Information and Communication Technologies (TVL-ICT). And as of the
school year 2022-2023 they added Science, Technology, Engineering, and
24
Mathematics strand for Grade 11 students at the moment. General Tiburcio De Leon
National High School has a total of 3 buildings in which, each building contains 4 th
floors.
25
SAMPLE AND SAMPLING TECHNIQUE
The study used purposive sampling to know what are the effects of work
management approaches of working students in General Tiburcio De Leon National
High School to their classroom activities. This lists of questions will be answered by
the respondents through a questionnaire that the researchers distribute.
The study requires working students from Grade 7 to 12 of General Tiburcio De
Leon National High School as respondents. Below are the population per grade level
and the total number of working students that are needed.
Total No. of
Grade Level Working
Students
7 20
8 20
9 20
10 20
11 20
12 20
Table 1. Respondents of the Study
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RESEARCH INSTRUMENT
The researchers used questionnaire as an instrument. With that being said, the
researchers distributed each questionnaire to the respondents in a face-to-face
interface. It consist of 45 questions each questionnaire, whereas it’s divided by 3
parts, namely: the work management approaches of working students, the classroom
activities they experienced, and the effects of work management approaches on their
classroom activities. The researchers used recognition type questions to make it
easier to understand by the respondents.
The researchers used a scale to interpret the effects of work management approaches
of working students to their classroom activities. The responses such as: Strongly
Agree (SA), Agree (A), Disagree (D), and Strongly Disagree (SD) will be used by
the respondents to answer the questionnaire. It is used to determine the effects of
work management approaches of working students to their classroom activities. The
researchers used likert scale to interpret the result.
Responses Verbal Interpretation Likert Scale
SD Strongly Disagree 1 – 1.75
D Disagree 1.76 – 2.5
A Agree 2.51 – 3.25
SA Strongly Agree 3.26 – 4
Table 2: Likert Scale
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DATA GATHERING PROCEDURE
The following are done by the researchers to gather the data needed: In
order to conduct the study, the researchers created a letter asking for permission
from their research adviser and the focal person of the Senior High School in
General Tiburcio De Leon National High School. Upon approval, the
researchers conducted their study from the respondents from grade 7 to 12. The
researchers distributed their printed questionnaires to the respondents. After
garnering the data obtained, the researchers tabulated the data, then they started
analyzing the data from their respondents.
STATISTICAL ANALYSIS
The following statistical tool will be used to know the findings of the study in an
accurate and systematic presentation:
Weighted Mean
- It was used in the study to analyze the effects of work management to the
classroom activities of the working students.
28
Σfix
Formula: WM =
n
Where:
WM = weighted mean
fi = frequency
x = weight assigned
n = sample size (respondents)
Σ = Summation
Analysis of the Variance (ANOVA)

It was used to test if there is a significant relationship between the effects of work
management to the classroom activities of the working students.
MSB
Formula: F =
MSW
SSB
MSB =
dfB
Σ χ1 2 Σ χ2 2 Σ χ3 2 χ 1 +¿Σ χ 2
SSB = [( ¿ +( ¿ +( ¿ ] -( Σ ¿ ¿]
2+ Σ χ 3
n1 n2 n3 n total
Σ χ1 2 Σ χ2 2
SSW = [( Σ x 21 + Σ x 22 + Σ x 23 )] - [( ¿ +( ¿ +(
n1 n2
Σ χ3 2
¿]
n3
df B = k – 1
29
df w = n - k
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA
This chapter represents the presentation, analysis of the findings and interpretation of
the data to obtain the answer that the researchers need in order to fulfill the
statement of the problem in this current research study.
Data obtained from the respondents through questionnaire are used to know on what
are the work management approaches that are used by working students, what
classroom activities they experienced, what are effects of work management
approach to classroom activities of working students, and if there is a significant
relationship between work management approach of the working students to their
classroom activities.
The data were organized in tabular form and the problem was treated and based
on the presented statement of the problem for the direct reference, appropriate
analysis and interpretation
30
10. I use my time properly

especially with school 1.81 Agree
activities that are difficult.
Table 1
Weighted Interpretation Table 1

C._Wise-decision Making
A. Planning to-do list Weighted
Mean Interpretation
Mean presents
11. I decide well before
the 1. Ischool
doing set tasks.
the due dates,1.96 Agree Work
reminders, and notifications 3.03 Agree
12.
of myI prioritize
to-do’s. important
school tasks. 1.91 Agree
2. I organize the to-do list
13.
by dueI dates.
spend my time, 2.95 Agree
money, and effort wisely in 2.08 Agree
all3.school
I prioritize my to-dos
tasks assigned.
before I do what I want. 2.89 Agree
14. I always think whether
my4. Idecisions
limit myself
are toright
makeor3-52.00 Agree
tasks perespecially
wrong day. when 2.70 Agree
doing
5. I school tasks.
will ask for help if I 3.02 Agree
needI so.
15. identify my goal
before making decisions. 1.97
Weighted Agree
B. Time
Grand management
Weighted Mean 2.03 Mean Interpretation
Agree
6. I spend
Management my time
Approaches in the Students.
of Working
school work that I need the 2.97 Agree
most.
7. I do school task that I

know will take less time, to 2.98 Agree
use my time effieciently.
8. I make schedule in doing

my school tasks. 2.91 Agree
10. I use my time properly
9. I assign time
especially withlimits to the
school 3.19 Agree
school that
activities taskare difficult.
that were 2.87 Agree
assigned.
Table 1. Weighted Mean interpretation
Weighted Interpretation
C._Wise-decision Making Mean
31
11. I decide well before
doing school tasks. 3.04 Agree
On the work management approaches of working student, planning to-
do list has the following weighted mean score of 3.03, 2.95, 2.89, 2.70, and 3.02.
Time management with a corresponding weighted mean score of 2.97, 2.98, 2.91,
2.87, and 3.19. Wise-decision making with a corresponding weighted mean score of
3.04, 3.09, 2.93, 3.00, and 3.03. Overall, working students generally agrees with the
questions about their planning to-do list, time management and better
management resources. It implies that most of the working_students_manage-
work_properly. Time management is a skill that perhaps impacts the students’
academic performance. Prioritization of tasks may make studying and schoolwork
less overwhelming and more enjoyable (Aduke, 2015). Properly managing of the
work load that the working students experiences is a sign that their work
management approach is good.
32
Table 2
Table 2 presents the Classroom Activities that are experienced by the Working
Students.
A. Quizzes Weighted Interpretatio

Mean n
16. My quizzes have average to

above average marks. 3.03 Agree
17. My learnings in the

classroom reflect on the result of 3.14 Agree
my quizzes.
18. My quizzes are challenging

to answer. 2.96 Agree
19. My other classroom

activities affect my quiz marks. 2.75 Agree
20. My technique is to answer

all the easy questions in my
quizzes first before moving on to 3.12 Agree
the more challenging ones.
B. Seatworks Weighted Mean Interpretation
21. My seatwork are submitted

on time. 2.90 Agree
33
22. My seatwork are done with

the help of my classmates.. 2.72 Agree
23. My seatwork are challenging

to complete. 2.91 Agree
24. My seatwork always get

passing score. 2.84 Agree
25. My mood uplifts whenever

I’m doing my seatwork. 2.81 Agree
C. Performance Task Weighted Mean Interpretation
26. My seatwork are submitted

on time. 2.86 Agree
27.My performance tasks are

done before the given due date. 2.93 Agree
28. My performance tasks are

challenging to complete. 3.00 Agree
29. My performance tasks are

usually done with the help of my 2.76 Agree
adviser.
30. My performance tasks had a

huge impact in terms of my 3.02 Agree
learning in the classroom.
Grand Weighted Mean 2.92 Agree
Table 2. Weighted Mean interpretation
34
As shown in table 2, all working students agree to the questions about their
quizzes with the weighted mean of 3.03, 3.14, 2.96, 2.75, and 3.12. On their
seatworks, it has the following weighted mean of 2.90, 2.72, 2.91, 2.84, and 2.81
with the interpretation of agree. Lastly, their performance task has interpretation of
agree which has the weighted mean of 2.86, 2.93, 3.00, 2.76, and 3.02. It means that
some of the working students can handle their quizzes, seatworks and performance
tasks well.
In some cases, there are working students who agree with the questions about
how challenging their classroom activities is. According to Elder & May (2018), the
inherent mental habits of media multitasking—dividing attention, switching
attention, and maintaining multiple trains of thought— have significant implications
and consequences for students’ academic performance. Multi-tasking often leads to
multiple things unfinished.
35
Table 3
Table 3 presents the Effects Work Management Approach on Working Students’
Classroom Activities.
A. Increase Productivity Weighted Mean Interpretation
31.I am consuming less time to do

my activities while doing with 2.89 Agree
accuracy.
32. I am putting more effort while

consuming less time to do my 2.83 Agree
activities.
33. I am doing my activities in a

productive manner. 3.03 Agree
34. I am a type of person who

avoids multitasking, so I can do 2.97 Agree
my activities with effort.
35. I avoid distractions so I can do

my activities with full focus. 3.08 Agree
B. Better Scheduling Weighted Mean Interpretation
36.I am the one who’s good at

scheduling tasks. 2.75 Agree
37. I am the type of person who

always set time every task/work 2.75 Agree
that I make.
36
38. I am listing the more prioritized

and the less prioritized tasks. 3.03 Agree
39. I am always making sure that my

own schedule is correct to prevent 2.63 Agree
risks and mistakes.
40. I am always thinking about the

outcome if my schedule doesn’t 3.07 Agree
work so I can prevent it by having
back-up plans.
C. Better Management of
Resources Weighted Mean Interpretation
41. Iam always thinking where I can

use or spend my time or money. 3.22 Agree
42. I am always keeping in mind that

I don’t want to waste my time, and 3.10 Agree
money doing my tasks.
43. I am the type of person who

balances his/her time and money 3.05 Agree
especially in doing my tasks.
44 I am a type of person who doesn’t

waste efforts, especially when it comes 3.05 Agree
to activities.
45. I am a person who always thinks

if resources are wisely managed. 3.08 Agree
Grand Weighted Mean 2.97 Agree
As shown in table 3, on their increase productivity, it has the following
weighted mean of 2.89, 2.83, 3.03, 2.97, and 3.08 with the interpretation of agree.
37
While on their better scheduling the interpretation is agree with the weighted mean of
2.75, 2.75, 3.03, 2.63, and 3.07. Lastly, with the weighted mean of 3.22, 3.10, 3.05,
3.05, and 3.08 respectively, all the working students agree to the questions that
focuses on their better management of resources. Therefore using work management
approaches have a positive impact on working students’ classroom_activities.
We believe employees actively counteract management; in some
circumstances this challenges management interests, in others it can help (for
example, by creating conformity among workgroups). These counteractions take
different forms, but often their focus is on managerial control (Noon and Morell,
2013). Many work management approaches have positive impact. Therefore, in
general, work management approaches are useful to working students’ who have
limited time.
38
Table 4
Table 4 presents the Analysis of Variance of the effects of Work Management
Approaches to Working Student’s classroom activities.
Source
of SS dƒ MS F P- F crit Decision Remarks
Variance value
101
Between 10159. 1 59.21
Groups 21
53 3.
Within 4673. 88 .
198. 3.01E
Groups 689 1101 94932 Reject Significan
-24
0462 t
Total 15192. 89 9.00

9
Table 4. ANOVA interpretation
Table 4 presents the Analysis of Variance of the data that the researchers have
gathered since the F Ratio is 198.0462, therefore it is greater than the F Critical
Value which is 3.949321. For that, the null hypothesis is rejected. Therefore
there is a significant relationship between the Work Management Approaches
on Working Students’ classroom_activities.
Management is part of our everyday lives. We manage ourselves, We
manage relationships, we manage families and we manage teams and co-workers.
39
That is according to Schermerhorn, Jr., et. al (2020). By that, management lies
within ourselves, therefore we can also find management inside the classroom,
specifically classroom activities, stating their relationship to each other
40
CHAPTER 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of findings, conclusion and recommendation of
the study.
SUMMARY OF FINDINGS
1. Most of the working students agree with the said work management
approaches such as: planning to-do lists with the scores of: 3.03, 2.95, 2.89, 2.70, and
3.02, while on time management: 2.97, 2.98, 2.91, 2.87, and 3.19, and lastly in wise-
decision making: 3.04, 3.09, 2.93, 3.00, and 3.03.
2. Most of the working students that are doing both work and study at the same time
are affected in terms of passing and doing their classroom activities such as: quizzes
with the score of: 3.03, 3.14, 2.96, 2.75, and 3.12, while on seatworks: 2.90, 2.72,
2.91, 2.84, and 2.81, and lastly their performance tasks: 2.86, 2.93, 3.00, 2.76, and
3.02.
3. Using work management approaches has a positive effect on the classroom
activities of the working students.
4. The null hypothesis is rejected.
41
CONCLUSIONS
Based on the findings the following conclusion are illustrated below...
1. The result revealed that most of the working students use different ways to
manage their tasks/works.
2. There are more than one classroom activities that are experienced by the
working students and all of it are well-handled by the working students too.
3. There are various positive effects in using work management approaches,
therefore using those in their classroom activities is a good thing.
4. There is a significant relationship between work management approaches on
working students' classroom activities.
RECOMMENDATIONS
42
1. The teachers may give special consideration in the date-line of passing
activities of working students.
2. Working students may be flexible when they have a conflict in managing their
work.
3. Future researchers may add more common work management approaches.
4. The future researchers may widen the range of the population, by adding
different schools as a way to gather respondents.
5. Future researchers may add more respondents can ensure the accuracy of the data.
6. Future research may further explore the significant relationship between work
management approaches and working students' classroom activities.
7. Teachers may use the findings of the study to enhance their teaching practices and
gain insight into the difficulties faced by working students.
8. Students considering to work while studying may refer to the study’s results to
make informed decisions and comprehend the potential advantages and difficulties of
such decision.
43
REFERENCES
[1] Frigillano, S. (2015). Lived experiences of on-campus working students. Open
Science Journal of Education 3 (6), 38-42, 2015.
[2] Jewel (2015). The true effect of students’ employment on the duration of studies.
Applied Economics 49 (33), 3328-3340, 2017.
[3] Tapitan, C. (2018). The Lived Experiences of Working Students: A
Phenomenological-Narative Study of BSED-MAPEH Students.
[4] Mitchell, B. (2016). Enhancing Effective Classroom Management in Schools:
Structures for Changing Teacher Behavior. Teacher Education and Special
Education, v40 n2 p140-153 May 2016.
[5] Darolia, R. (2014). Working (and studying) day and night: Heterogeneous
effects of working on the academic performance of full-time and part-time
students. Economics of Education Review, 38, 38-50.
[6] Powers (2013). Predictive power of regularity of pre-class activities in a flipped
classroom. Computers & Education 134, 156-168, 2019.
44
[7] Perna, L. (2020). Recognizing the reality of working college students. Academe
106 (1), 18-22, 2020
[8] Acaso, M., Insopido, A., Tan, M. J., Vega, R. J., Dela Fuente, A. (2019). The
Effects of Working while Studying to Senior High School Students at Bestlink
College of the Philippines Academic Year 2018-2019. Ascendens Asia Singapore–
Bestlink College of the Philippines Journal of Multidisciplinary Research 1 (1),
2019.
[9] M. Regis (2019). Determinants of perceived sleep quality in normal sleepers.
Behavioral sleep medicine 17 (4), 388-397, 2019.
[10] Hindrayani, et. al. (2021). The Development of ARCS-Based Economic E-Book
Media for Senior High School. Dinamika Pendidikan 16 (1), 83-93, 2021.
[11] M. Triventi (2014). Does working during higher education affect students’
academic progression? Economics of education review 41, 1-13, 2014.
[12] A.M, Nunez, V. Sansore (2016). 11. Earning and learning: Exploring the
meaning of work in the experiences of first-generation Latino college students. The
Review of Higher Education 40 (1), 91-116, 2016.
45
[13] E. Tetteh and E. Attiogbe (2019). Work–life balance among working university
students in Ghana. Higher Education, Skills and Work-Based Learning, 2019.
[14] J. Logan (2016). Overworked? An observation of the relationship between
student employment and academic performance. Journal of College Student
Retention: Research, Theory & Practice 18 (3), 250-262, 2016.
[15] McCombes, S. (2022). Descriptive Research | Definition, Types, Methods &
Examples. Scribbr.
[16] Bhandari (2022). scribbr.com/methodology/correlational-research/
[17] F. Aduke (2015). Time management and students academic performance in
higher institutions, nigeria a case study of ekiti state. International Research in
Education 3 (2), 1-12, 2015.
[18] Elder & May (2018) Efficient, helpful, or distracting? A literature review of
media multitasking in relation to academic performance. International Journal of
Educational Technology in Higher Education volume 15, Article number: 13 (2018)
[19] M. Noon and K. Morell (2013). The realities of work: Experiencing work and
employment in contemporary society.
46
[20] J. Schermerhorn Jr. (2019). Exploring management. Wiley 2019.
APPENDICES
47
APPENDIX A
The Effects of Work Management Approach of Working
Students in General Tiburcio De Leon National High School to their
Classroom Activities
Survey Questionnaire
Name (optional):_________________________ Grade Level:____ Section:

_______________
Directions: Check the box that corresponds to the degree of your answer. There are no correct
or incorrect answers.
Scale: 4 – Strongly Agree
3 – Agree
2 – Disagree
1 – Strongly Disagree
Part 1. Below are the different work management approaches made by Working Students in
their Classroom Activities.
SA A D SD
A. Planning to-do list (4) (3) (2) (1)
1. I set the due dates, reminders, and notifications of my to-do’s.
2. I organize the to-do list by due dates.
3. I prioritize my to-dos before I do what I want.
4. I limit myself to make 3-5 tasks per day.
5. I will ask for help if I need so. 48
SA A D SD
B. Time Management (4) (3) (2) (1)
Part 2: Below are the different classroom activities perform by working students.
SA A D SD
A. Quizzes (4) (3) (2) (1)
16. My quizzes have average to above average marks.
17. My learnings in the classroom reflect on the result of my quizzes.
18. My quizzes are challenging to answer.
19. My other classroom activities affect my quiz marks.
20. My technique is to answer all the easy questions

49 in my quizzes first before
moving on to the more challenging ones.
SA A D SD
B. Seatworks (4) (3) (2) (1)
Part 3: Below are the effects of work management approach to working students’ classroom
activities.
SA A D SD
A. Increase Productivity (4) (3) (2) (1)
31. I am consuming less time to do my activities while doing with accuracy.
32. I am putting more effort while consuming less time to do my activities.
33. I am doing my activities in a productive manner.
34. I am a type of person who avoids multitasking, so I can do my activities

with effort.
35. I avoid distractions so I can do my activities with full focus.
SA A D SD
B. Better Scheduling (4) (3) (2) (1)
36. I am the one who’s good at scheduling tasks.
37. I am the type of person who always set time every task/work that I make.
38. I am listing the more prioritized and the less prioritized tasks.
39. I am always making sure that my own schedule is correct to prevent risks
and mistakes.
40. I am always thinking about the outcome if my schedule doesn’t work so I

can prevent it by having back-up plans.
SA A D SD
C. Better Management of Resources (4) (3) (2) (1)
41. I am always thinking where I can use or spend my time or money.
42. I am always keeping in mind that I don’t wan to waste my time, and
money doing my tasks.
43. I am the type of person who balances his/her time and money especially
in doing my tasks.
44. I am a type of person who doesn’t waste efforts, especially when it comes
to activities.
45. I am a person who always thinks if resources are wisely managed.
50
APPENDIX B
12/13/22
To whom it may concern,
We, the researchers from 12 – ABM Ramos, currently conducting pilot testing on
our quantitative research entitled “The Effects of Work Management Approach of
Working Students in their Classroom Activities”. We would like to request permission
to conduct pilot testing of our questionnaire. We are hoping for your kind consideration
on our request. Thank you!
Respectfully yours,
Antolin, AJ
Deang, Justine
Dela Cruz, Jasper
Dula, Eric Jr.
Gaste, Charlz
Vera, Clark
Dulalia, Beyonce
Noted by: Dr. Jaime Boy Alegre

_______________________________________________
Research Adviser
Noted by: Dr. Ramona A. Villanueva
________________________________________________
SHS Focal Person
51
APPENDIX C
52
CURRICULUM VITAE
53
Deang, John Justine Krysler
Lioubov C.
Email: deangjustine21@gmail.com
Contact Number: 09927265076
Personal Information:
Birth date : October 21, 2004
Birthplace : Manila City
Biological Sex : Male
Civil Status : Single
Citizenship : Filipino
Religion : Catholic
Mother’s name : Jennifer Diane C. Deang
Occupation : Bookkeeper
Father’s name : Mcneil E. Deang
Occupation : Policeman
54
Educational Attainment:
2021 – 2023 ( Present )
Senior High School :
Gen T. De Leon National High School
Corner Mercado St. Gen. T. De Leon, Valenzuela City
2017 – 2020
Junior High School :
Justice Eliezer Delos Santos National High School (Grade 7-10)
Boundary of Brgy. Ugong and Gen. T. De Leon
2012 – 2016
Elementary School :
Silvestre Lazaro Elementary School
Brgy. Ugong
55
Dela Cruz, Jasper B.
Email: imjasperdelacruzzzzz@gmail.com
Birth date : April 21, 2004
Birthplace : Caloocan City
Sex : Male
Religion : Born Again
Mother’s name : Melanie B. Dela Cruz
Occupation : Housewife
Father’s name : Mario V. Dela Cruz Jr.
Occupation : Machine Operator
56
2021 – 2023 ( Present )
2017 – 2020
2012 – 2016
Elementary School :
Caruhatan East Elementary School
Brgy. Karuhatan
Dula, Eric Jr. A.
57
Email: ericdula12@gmail.com
Birth date : September 12, 2004
Birthplace : Sta. Cruz, Manila
Sex : Male
Religion : Catholic
Mother’s name : Margie T. Asilom
Father’s name : Eric S. Dula
Occupation : Factory Worker
58
2021 – 2023 ( Present )
2017 – 2021
Junior High School:
Gen. T. De Leon National High School
Corner Mercado St. Gen. T. De Leon Valenzuela City
2012 – 2017
Elementary:
Gen. T. De Leon Elementary School
4014 Gen. T. de Leon, Valenzuela City
2010 – 2017
Caruhatan East Elementary School
Dulalia, Beyonce L.
59
Email: dulaliabeyonce2003@gmail.com
Birthplace : Chinese General Hospital
Sex : Female
Religion : Member of Church of God International
Mother’s name : Violeta L. Dulalia
Occupation : Call Center Team Leader BPO
Father’s name : Rubierick S. Dulalia
Occupation : Provincial Disaster Risk Reduction & Management Office
2021 – 2023 ( Present )
60
2017 – 2020
Corner Mercado St. Gen. T. De Leon Valenzuela City
2014 – 2016
Elementary School :
New Prodon Academy of Valuenzuela
Brgy. Gen. T. De Leon
Gaste, Charlz Stenner M.
Email: gastecharlz@gmail.com
61
Birthplace : Bulanao, Tabuk City Kalinga
Sex : Male
Religion : Catholic
Mother’s name : Estalina M. Gaste
Father’s name : Genner L. Gaste
Occupation : Seaman
2022 – 2023 ( Present )
62
2020 – 2021
Juliver Academy
2016 – 2017
Elementary School :
Nambaran, Tabuk City Kalinga
Vera, Clark Jancee D.
Email: clarkjanceeverad@gmail.com
63
Birth date : August 16, 2004
Birthplace : Valenzuela City
Sex : Male
Religion : Catholic
Mother’s name : Ria Aiiza De Castro
Occupation : Clinic Company
Father’s name : Jeremy Vera
Occupation : Company Driver
2021 – 2023 (PRESENT)
Senior High School:
64
2017 – 2022
Junior High School:
65

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GEN. T.

DE LEON NATIONAL HIGH SCHOOL

THE EFFECTS OF WORK MANAGEMENT APPROACHES

OF WORKING STUDENTS TO THEIR CLASSROOM ACTIVITIES

IN GENERAL TIBURCIO DE LEON NATIONAL HIGH SCHOOL

A quantitative research presented to the Department of Senior

High School in Gen. T. De Leon NHS

In partial fulfilment of the requirements needed in the

subject Practical Research 2

Deang, John Justine Krysler Lioubov C.

Dela Cruz, Jasper B.

Dula, Eric Jr. A.

Gaste, Charlz Stenner M.

Vera, Clark Jancee D.

The study aimed to investigate the effects of work management

approaches of working students to their classroom activities. The research

questions addressed the different work management approaches and the

effects they have on the different classroom activities experienced by

study used a quantitative research design, with a sample selected through

purposive sampling and analyzed through a questionnaire. ANOVA and

Results showed that working students use various work management

approaches, including time management, and have a positive effect on

their classroom activities. The analysis showed a significant relationship

between work management approaches and classroom activities. Based on

these findings, recommendations were made for teachers to consider

working students and for working students to be flexible in managing their

practices and for working students to make informed decisions.

This research entitlesd “The Effects of Work Management Approaches of

Working Students to their Classroom Activities in General Tiburcio De Leon

M. Gaste, Clark Jancee D. Vera, in partial fulfilment of the requirements for

for final examination for the first semester.

Dr. Jaime Boy A. Alegre

Approved in partial fulfillment of the requirements for the Practical

Research 2, by the Committee on Oral Examination

Adrian S. Nalo Julie Z. Cadiz

Aron Paul San Miguel

Accepted and approved in partial fulfillment of the requirements

for the Practical Research 2 of Senior High School Department.

The researchers would like to express their deepest appreciation and

the research study:

researchers needed to accomplish the study.

wisdom he teached each one of us in order to complete our study.

To Dra. Ramona Villanueva, for helping us in conducting our research

strengthening our questionnaire.

To our respondents, who cooperated with us until the study’s finished.

THE PROBLEM AND ITS BACKGROUND

This chapter gives emphasis on introduction, background of the study, statement of

Working while studying is a common practice among students. It is a difficult

week (Frigillano, 2015). And as stated by the Commission on Higher Education

Despite the government's tuition-free education initiative, which was overseen

by former Philippine President Rodrigo Duterte, an increase in the number of

working students are primarily motivated by financial necessity in order to give

classroom activities. It plays a vital role in learning as it supports the students’

analyzation. By engaging students into different modalities and styles of learning

they may attain skill or effectiveness in a specific area.

In that sense, having work management is a good approach to a task. Some of

and wise decision-making. It ensures to improve productivity to achieve the desired

This study sought to answer on how work management approach of working

students affects their performance in classroom activities. Some working students

BACKGROUND OF THE STUDY

According to (Mitchell, 2016), being a working student is probably stressful

As stated by Darolia (2014), working affects students academically as a result of

performance. In this problem, it shows the importance of work management. Work

management is important especially among working students. In the problem, it is