DesbaroMinard Research 12

Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
SCHOOLS DIVISION OF GUIMARAS
BUENAVISTA NATIONAL HIGH SCHOOL
CHALLENGES AND COPING MECHANISMS OF SENIORHIGH SCHOOL
WORKING STUDENTS
A Quantitative Research
Presented to the Faculty

Senior High School
Buenavista National High School
Buenavista, Guimaras
In Partial Fulfillment of the Requirements of the Subject
Inquiries, Investigation and Immersion
By:
JAIME LORRAINE VILLANUEVA
MINARD DESBARO
SPENCER PAUL BRITO
SAMANTHA NICCOLLE RODRIGUEZ
MARIEL SISON
GERALD GUZMAN
KIERL BRYAN GABITO
AXEL LEE JAPITANA
RONNIE CONSOLACION
LANCE ASHTHON GALFO
(12 GAS PATIENCE)
BNHS – SHS P a g e 1 | 61
Chapter 1
INTRODUCTION
Background of the Study
Senior high school is a critical period in a student's educational journey, marked by
significant academic, personal, and career-related decisions. It is a phase where
adolescents are transitioning into adulthood, exploring their identities, and preparing for
higher education or the workforce. However, a growing number of senior high school
students find themselves faced with the dual responsibilities of pursuing their education
while simultaneously engaging in part-time or full-time employment. These working
students encounter various challenges that can impact their overall well-being and
academic performance.
Balancing work commitments with academic demands can create a range of
challenges that may have significant implications for the students' overall educational
experience. The challenges faced by senior high school working students are
multifaceted. The need to juggle work schedules and school commitments can lead to
time constraints and heightened stress levels. These students often struggle to find a
harmonious balance between their work hours and study time, potentially
compromising their ability to engage fully in academic activities. Also, the added
responsibilities of employment may result in fatigue and decreased energy levels,
affecting their physical and mental well-being. This could lead to exhaustion, reduced
concentration, and diminished motivation towards their studies.
To navigate these challenges effectively, working students develop coping
mechanisms to mitigate the negative effects on their academic performance and well-
being. These coping mechanisms may include effective time management strategies,
seeking support from family and friends, utilizing resources provided by the educational
institution, and developing resilience and self-discipline. Understanding the challenges
and coping mechanisms of senior high school working students is crucial for educators,
policymakers, and stakeholders involved in the education system. By identifying and
addressing these challenges, appropriate interventions can be developed to provide the
necessary support and resources for working students to thrive academically and
maintain their overall well-being.
In conclusion, this research aims to explore the challenges faced by senior high
school working students and the coping mechanisms they employ. By shedding light on
these issues, the study intends to contribute to a better understanding of the unique
circumstances of working students and inform the development of targeted
interventions to promote their academic success and well-being.
Statement of the Problem
This study aims to determine the challenges and coping mechanisms of working
senior high school students for the school year 2022-2023.
Specifically, this study seeks answers to the following questions:
1. What is the profile of the respondents in terms of age, sex, grade level,
academic distinction, and monthly family income?
2. What are the challenges encountered by senior high school working students
when taken as a whole and when classified according to age, sex, grade level,
3. What are the coping mechanisms of senior high school working students when
taken as a whole and when classified in terms of age, sex, grade level, academic
distinction, and monthly family income?
4. Are there significant differences in the challenges faced by senior high school
working students when grouped according to age, sex, grade level, academic
5. Are there significant differences in the coping mechanisms of senior high
school working students when grouped according to age, sex, grade level,
6. Is there a significant relationship between the challenges and coping
mechanisms of working senior high school students?
Research Hypotheses
1. There is no significant difference in the challenges faced by senior high school
working students when grouped according to age, sex, grade level, academicdistinction,
and monthly family income.
2. There is no significant difference in the coping mechanisms of senior high
school working students when grouped according to age, sex, grade level, academic
distinction, and monthly family income.
3. There is no significant relationship between the challenges and coping
mechanisms of working senior high school students.
Theoretical Framework
This study is anchored on The Moral Responsibility Theory of P.F Strawson
published in 2016 present the pros and cons result. It can be defined in philosophy as
the status of morally worthy praise, reward, blame, or punishment for an act performed
or neglected by one’s moral obligations accompanied by the three essential elements:
accountability, freedom, and result that can be either praise worthy or blame worthy.
This theory shapes the pros and cons, challenges and coping strategies of Working
Students. The most common reason why students work while studying is financial
independence (Robinson 2019). There are several advantages and disadvantages of
working while studying. Advantages of working while studying is that students can
support their financial needs for their studies and also to be able help their parents
financially.
Also, the wide spread view about working while studying is it enhances the
students long-term job prospect be prospective employers see it as a motivation and
initiative (Robinson 2019). But there are also negative sides about working while
studying. One of the disadvantage of working while studying is that students sacrifices
their time for their studies (Powers, 2018). Working students have less time to study
their lesson. Classes which requires extensive reading and writing are affected (Powers,
2018). They can be always late for their classes. This may result in poor academic
performance and low grades. Juggling work and study can be stressful to students
which may lead to drop – outs. Few hours on campus can help integrate students into
campus life and increase retention while long hours of work, especially off – campus
work, can have the opposite effect (Tinto, 2015).
As indicated by Watts and Pickering (2017), working part – time and studying full –
time has a variety of outcomes and respondents generally viewed part – time
employment as a necessity to survive the higher education sphere. However, the
demands in academics such as completing the task in the give time and instability
regarding with financial, the work plus studies make these hard working students sleep
deprived and sleep deprivation increase the risk factors of insomnia and damage brain
function.
Conceptual Framework
This research study was further based on the concept illustrated in the schematic
diagram showing the flow of relationships among variables and sought to determine the
factors that affect and contribute to the challenges and coping mechanisms of working
senior high school students. The independent variables of this study are the
respondent’s profile, which includes the age, gender, grade level academic
performance, and monthly family income, which assumed cause, while the dependent
variables are the challenges and coping mechanisms of senior high school working
students at Buenavista National High School. There is a significant relationship between
the challenges and coping mechanisms of senior high school working students.
Research paradigm
Independent Variables Dependent Variables
Profile of the Challenges of Senior

Hh
Respondents; High
Age School Working
Sex Students.
Grade Level
Academic Distinction Coping Mechanisms of
Monthly Family Income Senior High School
Working Students.
Figure 1. A schematic diagram showing the relationship between the independent
variable: the profile of the respondents (age, sex, grade level, academic performance,
and monthly family income) and the dependent variables: the challenges and coping
mechanisms of senior high school working students.
Significance of the Study

This study is significant and would be beneficial to the following individuals:
Working Students. This study will encourage them to balance their obligations to
work and school in order to prevent their academic performance from being affected in
favour of their jobs and vice versa. It will also help them recognize their obstacles and
how they will overcome them.
Parents. This study will provide parents information on the difficulties working
students face and how they handle those difficulties. Additionally, this will enable them
to assist and understand their kids better and provide them with a wider perspective on
how to deal with such difficulties.
Teachers. This study will enlighten them about the challenges faced by working
students and how they deal with them. Since they are the direct advisers in the
classroom, they can highlight various plans and methods for organizing their teaching in
a range of directions and strategies.
School Administrators. School administrators will benefit from the study’s
findings. They will be eager to meet the new demands on education as a result, it will
help them better address the stream of knowledge, may it in the curriculum preparation
or so. They will be implementing the suggested action plan to reduce dropout rates
among working students.
Researchers. The researchers will have a deeper understanding of the difficulties
faced and solution used by working students as a result of this study, and assist
researcher in putting into practice various methods of instruction.
Future Researchers. This study will serve as a source and guide for future
researchers who are interested in enhancing the problems of working students into
future studies, which will be greatly helped by this research work.
Definition of Terms
The following terms are defined conceptually and operationally to give clarity and
better understanding of the terms used in this study.
Challenges. A situation needing great mental or physical effort in order to be done
successfully, or the situation that requires great effort. (Online Cambridge Dictionary,
2021)
As used in the study, this term refers to the hard situations and difficulties
encountered by the senior high school working students
Coping Mechanisms. Any conscious or unconscious adjustment or adaptation that
decreases tension and anxiety in a stressful experience or situation. (APA dictionary of
psychology, n.d.)
As used in the study, this term refers to the strategies or method used by the
senior high school working students to faced their struggles and difficulties.
Working Students. A student who is permitted to work while studying for them to
pay their own expenses. (Research.net, 2022)
As used in the study, this term refers to the recipients; they are the ones who faced
various difficulties and offered coping techniques, and will be the most crucial for
responding and finishing this investigation.
Scope and Delimitation of the Study
This is a non-experimental study that uses the descriptive method. This study aimed to
determine the challenges and coping mechanisms of senior high school working
students at Buenavista National High School.
This study is focused on the senior high school working students at Buenavista
National High School who were selected through purposive sampling and will serve as
the researchers’ target respondents. They will be divided into groups based on factors
including age, sex, grade level, academic performance, and monthly family income. The
collection of data will begin in March 2023.
The research-made questions will be used to gather data among senior high school
working students who are currently enrolled at Buenavista National High School. The
numbers of surveys were divided, and the researchers searched for their intended
respondents.
Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES
This chapter presents the review of related literature and studies which have
bearing on the present study. This study has two major parts namely: the conceptual
literature and related studies.
Conceptual Literature
On the Challenges Faced by Working Students
According to the definition of Cambridge, "challenges" are situations in which a
person is faced with something that requires great mental or physical effort in order to
be done successfully and therefore tests a person’s ability. Working students often face
unique challenges that can interfere with their ability to succeed in school. Time
management, financial stress, and balancing work and personal life can all be tools
(UNTAR International).
According to the Commission on Higher Education (CHED), around 216,000
students in the country are currently misrepresenting school and work, and this figure is
about 8% of the total number of college students in the country. CHED said that
working students today are mostly into food service, entertainment, and sales, apart
from their usual stints as librarians and research assistants. "One of the reasons why
students need an extra income is due to a financial crisis," according to the officer-in-
charge at CHED's office of the executive director, Atty. Julito Vitriolo. He also added
that because of higher commodity prices and tuition fees, these students are forced to
work independently. The CHED stated that only half of working students get to finish
college, as many cannot adapt and cannot concentrate on their studies, some have
poor health, and others don't continue because of financial problems. CHED
recommends that working students have jobs that are not too demanding and are more
related to their courses so that they can work comfortably. Being a working student is a
responsibility for many less fortunate but willing young adults and adult individuals. The
reason is economics: scarcity of funds and financial resources. Working and studying at
the same time can augment the income or provide sources for matriculation or other
needs (Velasco, 2017).
Working students also face other problems, such as a lack of understanding of
the rights of work and the safety of the employee. The lack of knowledge can be
associated with exploitation (Tannock, 2015) and the number of safety issues on fast
food chains’ injuries with the young
Timer use was no higher than with full-time employees, and awareness of safety
issues was high (Mayhew & Quintin 2016). Mental health is also an issue for working
students.
An excessive combination of work and study leads to tiredness and depression
(Rolfe 2016). Students are more prone to burnout from school and work than those
over 30 or 40 years old. Less educated people are also more prone to burnout than
highly educated people. Burnout in students is associated with many stressors. These
include long hours of work or practicum work, poor academic grades, uncertainty about
their future, an unbalanced personal and professional life, and less support from family
and friends (Boudreau et al., 2016). These problems occur and interfere with the
students’ studies, and in his personal life—family bonding, religious activities, peer
activities—work itself. It's regarded as "menial and exploitative" (NSW Commission for
Children and Young People, 2017).
Shifting from work to school and vice versa results in stress and anxiety (Smith &
Green, 2018). The number of hours spent at work each week is associated with a sense
of conflict between work and education among adolescents and young adults (Hammer
et al., 2017).
It is problematic because, when working long hours, it can damage the student’s
academic activities and performance (Hansen & Jarvis, 2017). Also, working off campus
negatively affects students’ academic work more than working at an on-campus job
(M.K. Bixby, 2019). Vickers et al. (2015) stated that university students who worked
20–29 hours per week had a greater chance of dropping out. Approximately 160%
greater than those students who do not work at all. This is due to stress and inter-role
conflict (Vickers et al., 2015).
Related Studies
Students need an extra income is due to a financial crisis,” according to officer-in-
charge at CHED’s office of the executive director, Atty. Julito Vitriolo. He also added
that because of higher commodity prices and tuition fees, these students are forced to
work independently. The CHED stated that only half of working students get to finish
college, as many cannot adapt and cannot concentrate on their studies, while some
have poor health, while others didn’t continue because of financial problems. CHED
recommended working students to have jobs that are not too demanding and that is
more related to their courses so that they can work comfortably. Being a working
student is a responsibility of many less fortunate but willing young adults and adult
individuals. The reason is economics- scarcity of funds, scarcity of financial resources.
Working and studying at the same time can augment the income or there sources for
matriculation or other needs (Velasco, 2016).
Working students also face other problems such as lack of understanding of the
rights of work and the safety of the employee. The lack of knowledge can be associated
with Exploitation (Tannock, 2017) and the number of safety issues on fast food chains’
injuries with the young part.
Timers were no higher than with the full-time employees and awareness of safety
issues were high (Mayhew &Quinland 2017). Mental health is also an issue for working
students.
Excessive combination of work and study leads to tiredness and depression (Rolfe
2018). Students are highly prone to burnout from school and work compare to those
over 30-40 years old. Less educated people are also prone to burnout than those highly
educated people. Burnout to students is associated to many stressors. These include
long hours of work or practicum work, academic grades, uncertain about their future,
unbalanced personal and professional life and less support from family and friends
(Boudreau et al., 2018). These Problems occur and interfere with the students’ studies
and in his personal lifelike family bonding, religious activities, peer activities is work
itself. It’s regarded as “menial and exploitative (NSW Commission for Children and
Young People, 2019).
Shifting from work to school and vice versa results to stress and anxiety (Smith &
Green, 2019). The number of hours spent at work each week is associated with a sense
of conflict between work and education among adolescents and young adults (Hammer
et al., 2018). It is problematic because, when working long hours, it can damage the
student’s academic activities and performance (Hansen & Jarvis, 2000). Also, working
off campus negatively affects students’ academic work more than working at an on-
campus job (M.K Bixby, 2016).Vickers et al. (2018) stated that university students who
worked 20-29hours per week have a greater chance of dropping out. Approximately
160% greater than those students who do not work at all. This is due to stress and
inter-role conflict (Vickers et al., 2016).
On the Coping Mechanisms
According to (Dafna Kariv, the College of Management – Academic Studies, and Tali
Heiman, the Open University). Findings show that Israeli students tend to conceptualize
stress (study stress, work stress, and from the very combination of work and study)
without any connection to the actual sources of the stress (study hours, work hours,
load) to which they are subjected. They cope with sources of stress using task-oriented
strategies and use emotion-oriented strategies to cope with the perceptions of stress.
The article presents recommendations to institutions of higher education for developing
student support programs for the working student and reducing the stress which they
experience. A model featuring three coping mechanisms (sacrifice, support and
negotiation of arrangements) within four domains (self, work, family and social life) was
used for the analysis. Whether or not these coping mechanisms are operationalized to a
sufficient extent can have a significant impact upon the students’ progress with their
courses. The analytical grid provides a framework for counselling and advising adult
learners. Part‐time adult students can also use the model to evaluate their own
situations and determine which coping mechanisms will work for them to deal with time
management issues (Jessie C. K. Yum, David Kember, and Irene Siaw 2016).
The way part‐time students cope with fitting in study on top of other demands on
their time. To measure the deployment of coping mechanisms, an instrument was
developed based on previous qualitative work. The earlier work had identified three
coping mechanisms—sacrifice, support, and negotiation of arrangements—operating in
four domains of the self—work, family, and social lives. A measure for the sense of
belonging to college was also developed. Students were more likely to exhibit a strong
sense of belonging if: they had negotiated with their family a time to study: they had
established regular study routines; they reported high levels of social support; and they
declared themselves high in personal self-determination. In addition, high levels of
sacrifice were reported, most notably within the domain of the self. (David Kember,
Doris Y. P. Leung 2016).
Related Studies
Foreign Studies
In the study of Kwadzo, (2016) entitled “Experience of Studying and Working at
a Northeastern Public University in the US” The study explores international students’
experiences with studying and working at a North Eastern public university. Through
phenomenological research approach that utilized face-to-face interview and photo-
elicitation techniques, the personal experiences of twenty international students were
captured. The findings of this study indicated that these students benefited from the
responsibilities that resulted from their dual role as both students and employees in
many ways. However, they also suffered from emotional and physical stress which
resulted in tiredness, lack of sleep, role conflict, homesickness and frustration.
Interestingly, these students effectively employed different coping mechanisms
including finding social support, and participating in leisure and non-leisure activities to
off-set the negative effects of studying and working concurrently. There has been
increased involvement of college students in part-time jobs in recent years to
supplement their families’ income (Derous & Ryan, 2020; Ashwill, 2018; National Center
for Education Statistics, 2015). The Institut de recherche Robert-Sauvé en santé et en
Sécurité du Travail (2019), Carney, McNeish & McColl(2015), and Higher Education
Research Institute (2020) also point out that the cost of higher education is continually
increasing, and that an increasing number of college students are choosing to work
during their school years to meet educational expenses. Studies indicate that the well-
being and academic achievement of college students can be affected by part-time job
involvement and working pattern (the Institut de recherche Robert-Sauvé en santé et
en Sécurité du Travail, 2016; Lederman, 2019). The Institut de recherche Robert-Sauvé
en santé et en Sécurité du Travail (2018) and Lederman (2019) mention that depending
on the nature of the job and the number of working hours that a student engages in,
his health status can be affected either positively or negatively. According to Rochford,
Connolly and Drennan (2019) and Salamonson and Andrew (2016), students engage in
jobs that demand more hours and increased role responsibilities. Studies on students’
part-time work in Scotland indicate that the student employees have suffered health
and stress problems (Carney et al., 2015). On the other hand, some students report
campus work as a valuable source of learning, personal development andexperience.
According to Derous and Ryan (2018), student part-time employment in general
has a positive effect on their personal development in terms of self-reported and
emotional growth. Positive effects which include higher grade point average, early
completion of degree, and student’s well-being are attributed to student engagement in
campus job (Derous & Ryan, 2018; Carney et al., 2015). While the existing studies that
examines the effects of part-time employment focus on traditional students in their
home countries in Europe and America, this area has not been explored in the context
of international students in foreign countries. Over a half million international students
from more than 200 countries attend United States universities annually and many of
these students are engaged in part-time work (Derous & Ryan, 2018; National Center
for Education Statistics, 2016). The focus of this research study is to understand the
experiences of international students who assume a dual role of being a student and an
employee concurrently.
Another study conducted by Maquiling, (2018) entitled “Working Students: Their
Benefits, Challenges and Coping Mechanisms” this descriptive – survey study finds out
the challenges, benefits and coping mechanisms of working students in the different
companies and colleges in the Kingdom of Bahrain during the Academic Year 2016 –
2017. Included in the study were 150 working students. Frequency, Rank, & Mean were
used to determine the dominant challenges, benefits, and coping mechanisms of
working students. T-test was used to determine the significant difference on the
dominant challenges & coping mechanisms of the working students for their type of
part-time job. The results revealed that out of the 150 respondents who are working
mostly in the private sector, their main reason why they work part-time is because of
additional money and not so much for experience. Many of them are into business and
customer service. Their serious challenge is of their friends & family’s complain of
spending less time with them. Although their highest benefit revealed is winning a lot of
friends at work and financial security. Nevertheless, they find comfort to have a strong
support system from family, friends and significant others as their highest source of
coping mechanism aside from their high hopes and determination in finishing their
career. Inferential analysis revealed that there is significant difference in the dominant
challenges & coping mechanism of the working students for their type of part-time job.
Thus, both the null hypotheses were rejected.
Another study conducted by Omusi, (2017) entitled “The Challenges of work, life
and study balance for working students: a case of selected Universities in Nairobi”. This
study set out to establish the challenges of work, life and study balance among working
students enrolled for evening programs at public and private chartered universities in
Kenya”. The general research objective for this study was to investigate the challenges
of work, life and study balance for working students. The specific research objectives
were to establish the effect of work on studies and life for working students; to
establish the effect of studies on work and life for working students and to establish the
effect of studies and work on family and social life for working students. Literature
review established that work, life and study balance is equilibrium in managing work,
studies and social engagements and responsibilities. It further established that
imbalances between these three aspects of life lead to a decline in the quality of life of
the individual and to a less than optimal performance in these three areas hence the
need for further investigations. A descriptive research design was used and a survey
launched among working students. A sample frame was constructed from three
universities; Strathmore University, United States International University and Kenyatta
University town campus and a sample of 150 respondents drawn. A total of 87 students
responded. The data collected through questionnaires was analyzed and presented
using descriptive statistics. The findings of the study indicate that work affects the
studies and life of students through missing classes because of work, getting late to
class and having to make up for time spent at the university by working overtime and
over weekends thus cutting time spent with family and friends. Studies affect work and
life by students wanting to leave the office earlier than the stipulated time and opting
for unpaid leave which affects their work plan and time for recreational activities. Family
and social life is affected by study and work in that the students utilize all their leave in
their studies and end up with minimal time to spend with their families and other social
relations. This leads to fatigue and stress. The following recommendations have been
made on the basis of the findings; Employers could organize study leaves and flexible
working hours for working students to enable them get to class on time and have time
to spend with their families and friends. Universities could look into starting classes later
than 5.30 pm to give students time to get to class and reduce their stress of having to
catch up with what they have missed because of arriving to class late. Employers and
universities could work out stress management sessions to assist the working students
in assessing their stress regularly and work towards managing it for better productivity
in their work and studies.
In the study of Chantrea, et al. (2018) entitled of “Working and Studying at the Same
Time.” Working and studying at the same time can be seen as a common trend over
the past few decades. Despite the load of work that school provides, students have to
deal with numerous issues at work. There have been various research studies relating
to this topic, mostly in Western countries, but there has been little research undertaken
at The University of Cambodia. As a matter of fact, most of the students at The
University of Cambodia also work. Hence, this 10-week intensive research study aims to
explore the reasons, benefits, and difficulties that UC students have encountered
throughout their working and studying lives. To undertake this research, 100 UC
students were randomly selected to participate in this study, but only those who had
jobs were considered to be eligible. After being selected, they were given a
questionnaire to complete. The study found that their ultimate reason was to be
Financially independent. In their answers to the questionnaire, they also related that
experience in the real working environment was the main benefit that they had gained
from their work. In terms of obstacles, students tended to encounter exhaustion and
stress more than those who did not work. All in all, understanding the reasons,
benefits, and difficulties of those students is very crucial for students to think carefully
before deciding to work while studying, and for teachers to understand their difficulties,
and for family and friends to help them cope with the stress and exhaustion.
Another study of Tumin, et al. (2020) entitled “Working Students in Higher
Education: Challenges and Solution”. The current study explores the experiences of
working students, especially in higher learning institutions in coping with the challenges
of working while studying. It is expected that the suggestions and recommendations
from the study can improve working students’ experiences to be successful in both
working and studying. This qualitative research investigates the experiences of working
students at the International Islamic University Malaysia. Some working students were
purposively chosen and interviewed to know the challenges they faced and how they
overcome the problems. The findings of the current study show that the informants
fully understood the concept of working while studying and considered it as a financial
necessity and self-improvement. The informants exposed several challenges of working
Students such as time constraints and commitment to their studies. Despite the
challenges, the informants considered working while studying as a motivation to further
develop themselves and acquire necessary skills for better employment. This study is
important as many college students are working while enrolled in higher education.
They may experience time constraints managing the responsibilities of both student and
worker. Thus, it is significant to understand their experiences that may affect the future
of their academic studies. This study provides some implications and recommendations
for working students to overcome the challenges. They include time management,
commitment, discipline, and responsibility.
Another study of Jewel, (2016) entitle of “The Impact of Working While Studying on
Educational and Labour Market”. As a result of the expansion of higher education and
changes to student funding in the UK, students are increasingly taking up opportunities
to work while studying. Employment during term-time may provide needed funds but
takes time away from studying. It may also constitute an investment in ‘informal’
human capital, making graduates more attractive to potential employers. Given the
ambiguous effect of working while studying, we investigate whether term-time
employment has a detrimental impact on educational attainment and examine whether
this is compensated by wage gains arising from transferable skills and work experience.
Using survey data from a UK university, we find that students work more for financial
than investment reasons and identify a negative effect of term-time employment for
students working out of financial necessity or those working with a greater intensity.
We find some evidence that individuals who have undertaken term-time employment
have higher salaries upon graduation.
Another study conducted by Darolia, (2017). “Working and Studying day and night:
Heterogeneous effects of working on the academic performance of full-time and part-
time students: A growing number of students are working while in college and to a
greater extent. Using nationally representative data from the 2015 National Longitudinal
Survey of Youth, I analyze the effect of working on grades and credit completion for
undergraduate students in the United States. Strategies to identify the causal
relationship between working and academic performance include student-level fixed
effects to control for permanent, unobserved characteristics that may affect both work
and study intensity, and system GMM models to account for potentially endogenous
relationships between working and academic performance that vary over time. I
examine the consequences of working for heterogeneous subgroups, with a particular
focus on differences between full-time and part-time students. I find no evidence that
Students’ grades are harmed by marginal work hours, but that full-time students
complete fewer credits per term when increasing work.
Local Studies
In the study conducted by Regis, (2019) entitled “Live Experiences of Working
Senior High School Students: Challenges and Coping Mechanisms”. There are different
kinds of work set-up for working students and ways they were able to land at the job.
There are also diverse lived experiences when it comes to their workloads and wages.
The key actors experienced various challenges (1) at work, (2) in school, and (3) at
home. At work, they are most likely to experience sleep deprivation, pressure to
perform well, work-life balance, and exposure to injuries and health hazards. In school,
their academic performance and interpersonal relationships are challenged. At home,
the struggle lies in financial constraint and quality family time. Further, in this study,
coping mechanisms that were practiced by working students were explicitly classified
into (1) fight, (2) flight, and (3) freeze mechanisms. Some of these practices are time-
management, entertainment or hobbies, and not doing anything at all, respectively. The
study also concluded that a sense of independence, self-motivation, self-esteem, and
other soft skills are developed when a student is working while studying.
Another study conducted by Burgos, et al. (2020) entitled “Working beyond Limits: A
Phenomenology of Harmonizing Work and Life among Filipino Working Students”.
Nowadays, the current trend of working while studying, grows more prominent than
before. Interestingly, students who are employed have different coping mechanisms in
to balance their work and life. Findings have shown the barriers and struggles of Filipino
working students in terms of work adversity, academic adversity, financial adversity and
personal adversity; which implies the different obstacles that Filipino working students
go through when they decided to work part-time while studying. Students who worked
due to their reasons to gain early work experiences, improve specific skills, and gain
income. However, adversities are expected to arise during their time in working. Thus,
students also benefited from the responsibilities that resulted from their dual role as
both students and employees in many ways. To fill in with the literature gap, this paper
suggests to future researches that balancing work and life while studying is an
important aspect as a working student. Thus, proper management and prioritization are
needed to avoid the adversities and to venture more on success.
Another study conducted by Antipolo, (2021) entitled “Balancing School and
Work Amidst a Pandemic: Working Students’ Time Management”. A lot of research on
the time management were done to uncover person’s efficacy and influence on their
job; nevertheless, we can find very limited literature addressing time management.
Every working student should investigate their time management to improve their
performance both at work and in academics. The purposive random sampling was
applied in finding out their time management. There are forty-three males and fifty-
eight females among the respondents in this survey. The descriptive research approach
for this study was developed from Wayne State University’s Time Management
Questionnaire. The study’s findings revealed that male working students have slightly
more stressful time management than female working students, and that organized
time management is never declared by any of the male working students, whereas
some of their female counterparts have declared that they have organized time
management. Finally, it is stated in this study that male and female time management
is different.
Another study conducted by Acaso, et al. (2019) entitled “The Effects of Working
while Studying to Senior High School Students at Bestlink College of the Philippines”.
Working while studying is having part-time jobs while studying to have extra income. It
has a big impact on the academic performance of students. This condition has a
possible positive and negative effect. The researchers gathered information about this
particular topic to help working students deal with this situation. This study focuses on
the effects of working while studying in senior high school. This research used a
descriptive design to determine the effects of working while studying. The survey
questionnaire was administered to fifty (50) senior high school working students that
were chosen through purposive sampling. The survey questionnaire was constructed to
determine how family, time management, class activities, and academic achievements
affect the working students. Based on Simon Willison’s Pickle Jar Theory on Time
Management, it represents our daily life; what keeps us busy and how to divide the
time and task during the day. Most respondents agreed that working while studying had
effects on their academic performance. The most common effect was poor participation
in class activities. However, they could relate work skills to some school activities.
Likewise, the students learn to balance time for work and study. Lastly, the most
common factor that affects them was the family and how that serves as motivation to
work and study hard. Also, academic achievement could be effective in getting high
grades as payback for hard work. The results have enumerated some solutions to
address the situation and avoid the negative effects of working while studying. Parents
and teachers need to work hand in hand to motivate the students to stay focused in
their work and their studies.
Another study conducted by Abenoja, et al. (2019) entitled “The Experiences of
Working While Studying: A Phenomenological Study of Senior High School Students”.
This study explores how the student creates ways to maximize their time in working
and in studying. The said study also aims to investigate and identify students’
experiences while working. They are starting at how difficult their situation. Next, the
problems they encounter. Then, how they deal and cope with such difficulties. The
purpose of this study is to investigate the experiences of working while studying. In this
study, a qualitative study is used. It is a subjective report which made utilization of a
phenomenological way to deal with accumulating important information. The method
that is used in the process of making this part of the study is the Snowball technique.
Based on the participants’ responses on their perceptions on working while studying, it
is confirmed that financial support, self-development and internal motivation to
integrate theory and practice are among the driving forces of working while studying at
university. The findings also show that the participants have happy feeling and good
time management. Moreover, it shows that the effective ways of overcoming the
problems they encounter is through good time management and self-reflection. The last
research question intended to ask the participants their suggestions and
recommendations for students who have similar condition. Among the suggestions are
the students who decide to work while studying must be first of all committed and
disciplined.
Chapter 3
RESEARCH METHODOLOGY
This chapter consists of the research design and research methodology, which
include respondents, instruments, interventions, data collection procedures, and
statistical tools used.
Research design
The research design utilized in this study will be a descriptive research design.
According to Calderon (2019), descriptive research involves the description, recording,
analysis, and interpretation of the present nature, composition, or processes of
phenomena, which focuses on prevailing conditions or how a person, group, or thing
behaves or functions in the present.
Respondents of the Study
The researchers chose the respondents by using purposive sampling. Purposive
sampling is a type of non-probability sampling where the researcher uses his good
judgment in selecting the respondents who best meet the purposes of the study.
The respondents of this study were the senior high school working students of
Buenavista National High School during the school year 2022–2023. The total number
of respondents is 60, where 52% of the respondents are working grade 11 students
and 48% are working grade 12 students. This was determined by getting the sample
size of the population of working students, which is: [The profile of the students is
shown in Table 1].
Table 1 Distribution of Respondents.
Grade Level No. of Respondents Percentage
Grade 11 31 52%
Grade 12 29 48%
Total 60 100%
Data Gathering Instrument
This study will used the researcher-modified questionnaire. The questionnaire is
divided into parts. The First part of the questionnaire asked for the personal information
of the respondents.
The second part of the questionnaire is the main section which contains the list
of specific questions that are used to collect the specific data needed for this study.
There is a clear direction for answering the questionnaire. The researchers asked the
experts to validate the instrument. Comments and suggestions were noted and
integrated for the final draft of the questionnaire.
Data Collection Procedure
The researchers asked permission from the research advisor to conduct the
study. The researchers personally went to the advisers for proper protocol. The official
list of respondents will be taken from the advisers. The researchers collected the
questionnaire after the respondents answered it. In the conduct of the study, ethical
consideration was given utmost consideration. The researcher followed appropriate
health protocol and observed ethical considerations.
The researcher will formulate a consent form and requested the participants to
sign before engaging in the research. All data collected will be kept confidential. The
data gathered will be subjected to quantitative analysis, tailed, tabulated and
interpreted.
Statistical Tools Used
The data gathered from the inquiry were subjected to computer-processed
Statistical Package for Social Science (SPSS) software.
The raw and transmuted scores and means obtained from the instruments were
utilized to determine the challenges and coping mechanisms of senior high school
working students at Buenavista National High School. To analyse the data of this study,
the researchers used the following statistical tests:
Mean. Mean or average was used to derive the central tendency of the data in
question. It is determined by adding all the data points in a population and then
dividing the total by the number of points. The resulting number is called the mean or
average.
In this study, mean was utilized to determine the challenges and coping
mechanisms of senior high school working students.
Frequency. Frequency is the number of times the event occurred in an
experiment or study.
In this, frequency was used to find out the number of responses to each item in
the questionnaire and also the number of respondents in each variable that is being
used in the study.
Mann-Whitney U Test. Mann Whitney U test is a non-parametric test of the
null hypothesis that is equally likely to that randomly selected value from one sample
will be less than or greater than a randomly selected value from a second sample.
In this study, Mann Whitney U test was used to determine the difference on the
challenges and coping mechanisms of senior high school working students when
grouped according to sex, age and grade level.
Kruskal-Wallis Test. Kruskal Wallis test is non-parametric method for testing
whether samples originate from the same distribution. It is used for comparing two or
more independent samples of equal or different sample sizes.
In this study, Kruskal Wallis test was used to determine the difference on the
challenges and coping mechanisms of senior high school working students.Significance
level for all inferential test was set at 0.05 alpha level of significance.
Spearman-Rho. Spearman's rho is a non-parametric statistical test of
correlation that allows a researcher to determine the significance of their investigation.
It is used in studies that are looking for a relationship, where the data is at least
ordinal.
In thisstudy, this will be used to determine the significant relationship between
challenges and coping mechanisms of senior high school working students.
Questionnaire
CHALLENGES AND COPING MECHANISM OF SENIOR

HIGH SCHOOL WORKING STUDENTS
Part I: Profile of the Respondents
Direction: Read the questions carefully. Check the box that corresponds to your
answer.
Name: (Optional)
Age
[ ] 16-17 years old
[ ] 18 years old and above
Sex
[ ] Male [ ] Female
Grade Level
[ ] Grade 11
[ ] Grade 12
Academic Distinction
[ ] With Honors
[ ] Without Honors
Monthly Family Income
[ ] 5,000 below [ ] 11,000-20,000

[ ] 6,000-10,000 [ ] 20,000 above
Part II: Questionnaire on Challenges
Instructions: This is a questionnaire designed to gather data on your involvement in

the challenges of being a senior high school working student. After reading each item,
please indicate the degree to which you feel that statement is true of you. There are no
right or wrong answers. Please read each choice carefully and choose the response that
best expresses how you see yourself as a learner. Check the box that corresponds to
your answer.
Numerical Descriptive
Rating Rating Qualitative Description
5 Very Strongly Exhibits the behavior described at all times when the
Agree occasion occurs
4 Strongly Agree Exhibits the behavior described most of the time when the
occasion occurs
3 Agree Exhibits the behavior described sometimes when the
occasion occurs
2 Disagree Exhibits the behavior described rarely when the occasion
occurs
1 Strongly The behavior described has not been exhibited at all times
Disagree when the occasion occurs
Indicators 5 4 3 2 1
1. I feel physically drained due to stress between work
and studies.
2. I have little time to study because of work.
3. I usually get low marks because I can't cope with my

activities and performances.
4. I have class with teachers who are not aware of the
multiple roles I am experiencing.
5. I wish I could be more involved with the school
activities, but work hinders me.
6. I have to sacrifice sleep to keep up with my
responsibilities.
7. I have less time for socializing.
8. I feel isolated from my peers who do not work.
9. I experience financial difficulties.

10. I have to skip classes to attend work
Part III: Questionnaire on Coping Mechanism

Instructions: After reading each item, please indicate the degree to which you feel
that statement is true of you.
Numerical Descriptive
Rating Rating Qualitative Description
5 Always Exhibits the behavior described at all times when the

occasion occurs
4 Most of the time Exhibits the behavior described most of the time when the
occasion occurs
3 Sometimes Exhibits the behavior described sometimes when the
occasion occurs
2 Rarely Exhibits the behavior described rarely when the behaviour
occurs
1 Never The behavior described has not been exhibited at all times
when the occasion occurs
Indicators 5 4 3 2 1
1. I have a strong support system from my family,
friends, and significant other.
2. I find time for leisure activities related to my interests.
3. I seek spiritual advice to cope with work and studies.
4. My parents help me financially.
5. I find time to hang out with my friends.
6. I drink to cope with stress.
7. I have a strong determination to finish my studies, so
I take it as an inspiration to cope with mental fatigue.
8. I stay composed and positive even if I have multiple
demands.
9. I focus on the positive instead of dwelling into the
negative feeling when things get rough.
10. I do physical exercises to release my stress.
References
Kwadzo,(2016) “Experience of Studying and Working at a Northeastern Public University
in the US” https://www.ojed.org/index.php/jis/article/view/467
Maquiling, (2018) “Working Students: Their Benefits, Challenges and Coping
Mechanisms” https://sshj.in/index.php/sshj/article/view/113
Omusi, (2017) “The Challenges of work, life and study balance for working students: a
case of selected Universities in Nairobi”.
https://su-plus.strathmore.edu/handle/11071/2093
Chantrea, et al. (2018) “Working and Studying at the Same
Time.”https://www.researchgate.net/publication/361739376_JOURNAL_OF_DIGITAL_L
EARNING_AND_DISTANCE_EDUCATION_JDLDE_Social_Studies_Working_Students'_Exp
eriences_of_Online_Learning_Acknowledgments
Tumin, et al. (2020) “Working Students in Higher Education: Challenges and
Solution”https://www.researchgate.net/publication/346616755_Working_Students_in_H
igher_Education_Challenges_and_Solutions
Jewel, (2015) “The Impact of Working While Studying On Educational and Labour
Market”https://www.hilarispublisher.com/open-access/business-and-economics-journal-
2151-6219.1000110.pdf
Darolia, (2016). “Working and Studying day and night: Heterogeneous effects of
working on the academic performance of full-time and part-time
students”.https://ideas.repec.org/a/eee/ecoedu/v38y2014icp38-50.html
Regis, (2019) “Live Experiences of Working Senior High School Students: Challenges
and Coping Mechanisms”https://journal.aloha.academy/index.php/aijea/article/view/
313#:~:text=At%20work%2C%20they%20are%20most,constraint%20and%20quality
%20family%20time
Burgos, et al. (2020) “Working Beyond Limits: A Phenomenology of Harmonizing Work
and Life among Filipino Working Students”
https://www.studocu.com/ph/document/tayug-national-high-school/practical-research/
ijntr-0612001-1-a-study/24193783
Antipolo, (2021) “Balancing School and Work Amidst a Pandemic: Working Students’
Time Management”
https://www.researchgate.net/publication/
354161773_BALANCING_SCHOOL_AND_WORK_AMIDST_A_PANDEMIC_WORKING_STU
DENTS'_TIME_MANAGEMENT
Acaso, et al. (2019) “The Effects of Working while Studying to Senior High School
Students at Bestlink College of the Philippines”
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/view/1244
Abenoja, et al. (2019)“The Experiences of Working While Studying: A Phenomenological
Study of Senior High School Students” https://edarxiv.org/w5t7a/
CHAPTER 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents, analyse and interprets the data gathered in this study to
determine the Coping Mechanisms of Senior High School Working Students.
Profile of the Respondent.
To determine the profile of the Challenges and Coping Mechanisms of Senior High
School Working Students when classified according to age, sex, grade level, academic
The respondents profile when classified according to age revealed that out of 60,
20 or 33.3 percent were 16 to 17 years old and 40 or 66.7 18 years old and above. As
to sex, 25 or 41.7 percent were male and 35 or 58.3 percent were female senior high
school working students.
As to grade level, out of 60, 21 or 35.0 percent were Grade 11 senior high school
working students and 39 or 65.0 percent were Grade 12 senior high school working
students.
As to Academic Distinction, out of 60, 39 or 65.0 were with honours and 21 or
35.0 were without honours
As to Monthly Family Income, out of 60, 42 or 70.0 percent had a Monthly Family
Income of 10,000 below, 8 or 13.3 percent had a Monthly Family Income of 11,000 to
20,000, and 10 or 16.7 percent had a Monthly Family Income of 20,000 above.
Table 2. Profile of the Respondents

Categories Frequency (F) Percent (%)
Entire Group 60 100.0
Age
16 - 17 Years Old 20 33.3
18 Years Old and Above 40 66.7
Sex
Male 25 41.7
Female 35 58.3
Grade Level
Grade 11 21 35.0
Grade 12 39 65.0
With Honors 39 65.0
Without Honors 21 35.0
10, 000 below 42 70.0
11,000-20,000 8 13.3
20,000 above 10 16.7
Challenges Encountered of Senior High School Working Students When

Taken As A Whole And When Classified According To Age, Sex, Grade Level,
Honors Distinction, And Monthly Family Income
To find out the Challenges Encountered of Senior High School Working Students
of Buenavista National High School when they are taken as a whole and when Classified
According To Age, Sex, Grade Level, Academic Distinction, and monthly family income,
the researcher used the mean.
The Challenges and Coping Mechanism of Senior High School Working Students
of Buenavista National High School when they are taken as a whole have a mean of
(M=3.62, p=value=.925) which falls within the scale of 3.41 - 4.20 described as high.
As to age, 16 – 17 years old got the mean of 3.85 with SD of 1.080 as high and
for the 18 years old above got the mean of 3.50 with SD of 0.827 interpreted as high.
As to sex, Male Senior High School Working Students got the mean of 3.75 with
SD of 0.736 interpreted as high and for Female respondents got the mean 3.52 with SD
of 1.038 interpreted as high.
As to Grade Level, with grade 11 got the mean of 3.80 with SD of 0.975
interpreted as high and grade 12 got the mean of 3.52 with SD of 0.894 interpreted as
high.
As to Academic Distinction,without honor students got the mean of 3.80 with SD
of 0.784 interpreted as high and with honor students got the mean of 3.52 with SD of
0.988 interpreted as high.
As to Monthly Family Income, respondents that have a 10,000 below monthly
family income got the mean of 3.65 with SD of 0.925 interpreted as high, respondents
that have a 20,000 above monthly family income got the mean of 3.59 with SD of 0.708
interpreted as high, and respondents that have a 11,000 to 20,000 monthly family
income got the mean of 3.45 with SD of 1.228 interpreted as high.
Table 3. Challenges Encountered of Senior High School Working Students

When Taken As A Whole And When Classified According To Age, Sex, Grade
Level, Honors Distinction, And Monthly Family Income
Categories Mean SD Description

Entire Group 3.62 .925 High
Age
16 - 17 Years Old 3.85 1.080 High
18 Years Old and Above 3.50 0.827 High
Sex
Male 3.75 0.736 High
Female 3.52 1.038 High
Grade Level
Grade 11 3.80 0.975 High
Grade 12 3.52 0.894 High
With Honors 3.52 0.988 High
Without Honors 3.80 0.784 High
10, 000 below 3.65 0.925 High
11,000-20,000 3.45 1.228 High
20,000 above 3.59 0.708 High
Scale of Means: 4.20-5.00 Very High; 3.41-4.20 High; 2.61-3.40 Average; 1.81-2.60 Low; 1.00 – 1.80 very low
Coping Mechanism of Senior High School Working Students When Taken As A

Whole And When Classified According To Age, Sex, Grade Level, Honors
Distinction, And Monthly Family Income.
To find out the Coping Mechanisms of Senior High School Working Students of
Buenavista National High School when they are taken as a whole and when Classified
According To Age, Sex, Grade Level, Honors Distinction, the researcher used the mean.
The Coping Mechanisms of Senior High School Working Students of Buenavista
National High School when they are taken as a whole have mean of (M=3.88, p-
value=0.602) which falls within the scale of 3.43 – 4.20 described as high.
As to age, 18 years old and above got the mean of 3.95 with SD of 0.523
interpreted as high and for the 16 to 17 years old got the mean of 3.74 with SD of
0.730 interpreted as high.
As to sex, male senior high school working students got the mean of 3.92 with
SD of 0.605 interpreted as high and for female got the mean of 3.83 with SD of 0.606
interpreted as high.
As to grade level, grade 12 got the mean of 3.95 with SD of 0.562 interpreted as
high and for the grade 11 got the mean of 3.74 with SD of 0.662 interpreted as high.
As to academic distinction, with honor students got the mean of 3.97 with SD of
0.476 as high and without with honor students got the mean of 3.70 with SD of 0.765
as high.
As to monthly family income, respondents that have a 11,000 to 20,000 monthly
family income got the mean of 4.09 with SD of 0.677 interpreted as high, respondents
that a 20,000 above monthly family income got the mean of 3.97 with SD of 0.521
interpreted as high, andrespondents that have a 10,000 below monthly family income
got the mean of 3.81 with the SD of 0.607 interpreted as high.
Table 4. Coping Mechanismof Senior High School Working Students When

Taken As A Whole And When Classified According To Age, Sex, Grade Level,
Honors Distinction, And Monthly Family Income
Categories Mean SD Description

Entire Group 3.88 0.602 High
Age
16 - 17 Years Old 3.74 0.730 High
18 Years Old and Above 3.95 0.523 High
Sex
Male 3.92 0.605 High
Female 3.84 0.606 High
Grade Level
Grade 11 3.74 0.662 High
Grade 12 3.95 0.562 High
With Honors 3.97 0.476 High
Without Honors 3.70 0.765 High
10, 000 below 3.81 0.607 High
11,000-20,000 4.09 0.677 High
20,000 above 3.97 0.521 High
Scale of Means: 4.20-5.00 Very High; 3.41-4.20 High; 2.61-3.40 Average; 1.81-2.60 Low; 1.00 – 1.80 very low
Difference in the Challenges Encountered of Senior High School Working

Students When Taken As A Whole And When Classified According To Age,
Sex, Grade Level, Academic Distinction, And Monthly Family Income.
To find out thedifference in the Challenges Encountered of Senior High School
Working Students when classified according to their age, sex, grade level, academic
distinction, and monthly family income, the researcher used the mean and U test and H
test.
Results revealed that there is no significant differences in the challenges
encountered of senior high school working students when taken as a whole and when
classified according to age (U/H=301.00, p-value=.120), set at 0.05 level of
significance. Results revealed that there is no significant differences in the challenges
classified according to sex (U/H=393.00, p-value=.504), set at 0.05 level of
significance.
classified according to grade level (U/H=336.500, p-value=.257), set at 0.05 level of
significance.
classified according to academic distinction (U/H=355.500,p-value=0.402), set at 0.05
level of significance.
classified according to monthly income (U/H=.459,p-value=.795), set at 0.05 level of
significance.
This simply indicates that the difference in the challenges encountered of senior
high school working students was not affected due their age, sex, grade level, academic
It implies that the challenges in the senior high school working students are not
due to their age, sex, grade level, academic distinction, and monthly family income.
Table 5. Difference in the Challenges Encountered of Senior High School

Working Students When Taken As A Whole And When Classified According To
Age, Sex, Grade Level, Honors Distinction, And Monthly Family Income
Categories Mean Rank U/H p-value Description

Age
16 - 17 Years Old 35.45 301.00 .120 Not Significant
18 Years Old and Above 28.03
Sex
Male 32.28 393.000 .504 Not Significant
Female 29.23
Grade Level
Grade 11 33.98 336.500 .257 Not Significant
Grade 12 28.63
With Honors 29.12 355.500 .402 Not Significant
Without Honors 33.07
10, 000 below 31.48 .459 .795 Not Significant
11,000-20,000 27.56
20,000 above 28.75
*p<.05 Level of Significance
Difference in Coping Mechanism of Senior High School Working Students

When Taken As A Whole And When Classified According To Age, Sex, Grade
Level, Honors Distinction, And Monthly Family Income
The find outthe difference in coping mechanisms of senior high school working
students when classified according to their age, sex, grade level,academic distinction,
and monthly family income the researcher used Mann Whitney U test and Kruskal-Wallis
test.
Results revealed that there is no significant differences in coping mechanisms of
senior high school working students when taken as a whole and when classified
according to age (U/H=338.0,p-value=.329), set at 0.05 level of significance.
according to sex (U/H=395.00.0,p-value=.523), set at 0.05 level of significance.
according to grade level (U/H=326.50,p-value=.197), set at 0.05 level of significance.
according to academic distinction (U/H=337.50,p-value=.263), set at 0.05 level of
significance.
according to monthly family inome (U/H=.459,p-value=.795), set at 0.05 level of
significance.
Table 6. Difference in Coping Mechanism of Senior High School Working

Students When Taken As A Whole And When Classified According To Age,
Sex, Grade Level, Honors Distinction, And Monthly Family Income
Categories Mean Rank U/H p-value Description

Age
16 - 17 Years Old 27.40 338.00 .329 Not Significant
18 Years Old and Above 32.05
Sex
Male 32.28 395.00 .523 Not Significant
Female 29.23
Grade Level
Grade 11 26.55 326.50 .197 Not Significant
Grade 12 32.63
With Honors 32.35 337.50 .263 Not Significant
Without Honors 27.07
10, 000 below 31.48 .459 .795 Not Significant
11,000-20,000 27.56
20,000 above 28.75
*p<.05 Level of Significance
Significant Relationship Between the Challenges and Coping Mechanisms of

Senior High School Working Students
To determine the significant relationship between challenges and coping
mechanisms of senior high school working students, the researcher used Pearson r.
The Pearson’s r computed value was r=.141 with the p-value of .281 interpreted
as not significant.
The result shows that there is no significant difference between the challenges
and coping mechanisms of senior high school working students.
This implies that the challenges of senior high school working students was not
influenced by their coping mechanism and vice versa.
Table 7. Significant Relationship Between the Challenges and Coping

Mechanisms of Working Senior High School Students
Categories Challenges Encountered

r p-value Interpretation
Coping Mechanism
.141 .281 Not Significant
CHAPTER 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the research, the findings, the conclusions
derived from the result of the study and the recommendations.
SUMMARY
This study aims to determine the challenges and coping mechanisms of working
senior high school students for the school year 2022-2023.
Specifically, this study seeks answers to the following questions:
1. What is the profile of the respondents in terms of age, sex, grade level, academic
2. What are the challenges encountered by senior high school working students
when taken as a whole and when classified according to age, sex, grade level,
3. What are the coping mechanisms of senior high school working students when
taken as a whole and when classified in terms of age, sex, grade level, academic
4. Are there significant differences in the challenges faced by senior high school
5. Are there significant differences in the coping mechanisms of senior high school
6. Is there a significant relationship between the challenges and coping mechanisms
of working senior high school students?
The independent variables were the age, sex, grade level, academic distinction,
and monthly family income. They were the variable which has important functions as
basis on their level in the challenges and coping mechanism of senior high school
working students. Descriptive-correlational research design was used in this study. The
respondents of this study were the working student of Buenavista National High School,
province of Guimaras. The populations of the working students were taken as a whole.
The statistical tools used in this study were mean, frequency, Mann Whitney U test,
Krustal-Wallis test, and Spearman Rho.
Findings of the Study
1. Results revealed that the majority of the respondents are in 18 years
old and above (40 or 66.7%), female (35 or 58.3%), grade 12 (39 or 65.0%), with
honors (39 or 65.0%), and 10,000 below (42 or 70.0%).
2. Results revealed that the overall mean of the challenges encountered or
senior high school working students when taken as a whole according to age , sex,
grade level, academic distinction, and monthly family income was (M=3.62) which falls
within the scale of 3.41 – 4.20 described as high.
3. Results revealed that the overall mean of the coping mechanism of
according to age, sex, grade level, academic distinction, and monthly family income was
(M=3.88) interpreted as high.
4. There was no significant differences in the challenges encountered of
senior high school working students when taken as a whole and when they are
classified according to age (U/H=301.00 and p-value - .120), sex (U/H=393.000 and p-
value - .504), grade level (U/H=336.500 and p-value - .257), academic distinction
(U/H=355.500 and p-value - .402), and monthly family income (U/H=.459 and p-value -
.795).
5. There was no significant differences in the coping mechanism of senior
high school working students when taken as a whole and when they are classified
according to age (U/H=338.00 and p-value - .329), sex (U/H=395.00 and p-value
- .523), grade level (U/H=326.50 and p-value - .197), academic distinction (U/H=337.50
and p-value - .263), and monthly family income (U/H=.459 and p-value - .795).
6. Results revealed that there is no significant relationship between
challenges and coping mechanism of senior high school working students (r=.141 and
p-value - .281).
Conclusions
Based from the findings of the study, the following conclusions are made:
1. That the majority of the respondents are in 18 years old and above,
female, grade 12, with honors, and 10,000 below.
2. That the challenges encountered or senior high school working students
when taken as a whole according to age, sex, grade level, academic
distinction, and monthly family income was described as high.
3. That the coping mechanism of senior high school working students when
taken as a whole and when classified according to age, sex, grade level,
academic distinction, and monthly family income was interpreted as high.
4. There is no significant differences in the challenges encountered of senior
high school working students when taken as a whole and when they are
classified according to age, sex, grade level, academic distinction, and
monthly family income.
5. That is no significant differences in the coping mechanism of senior high
school working students when taken as a whole and when they are
classified according to age, sex, grade level, academic distinction, and
monthly family income.
6. That is no significant relationship between challenges and coping
mechanism of senior high school working students.
Recommendations
Based on the foregoing conclusion, the following measures are
recommended:
1. That the Buenavista National High School should provide more support and
resources to senior high school working students. The research show that senior
high school working students face a variety of challenges, such as time
management, academic workload, work-related stress, and financial difficulties.
Therefore, it is important for schools and other stakeholders to provide more
supportive measures to help these students cope with their challenges.
2. That the family or teachers should foster a supportive environment. The study
has identified that peer support, family support, and teacher support play a vital
role in helping senior high school working students to cope with their challenges.
Therefore, it recommended to foster a supportive environment that encourages
peer, family, and teacher support.
3. That the government should design programs and activities to develop essential
life skill: The study has shown that senior high school working students face
challenges such as managing their time, stress and workload, and preparing for
their future after graduation. Therefore, it is recommended for schools and other
stakeholders to design programs and activities that help develop essential life
skills such as time-management, budgeting, stress-management and career-
readiness. By providing students with these skills, they will be more prepared to
overcome the challenges that they face in their academic and professional lives.

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Republic of the Philippines

Presented to the Faculty

Background of the Study

Senior high school is a critical period in a student's educational journey, marked by

significant academic, personal, and career-related decisions. It is a phase where

while simultaneously engaging in part-time or full-time employment. These working

Balancing work commitments with academic demands can create a range of

responsibilities of employment may result in fatigue and decreased energy levels,

concentration, and diminished motivation towards their studies.

To navigate these challenges effectively, working students develop coping

institution, and developing resilience and self-discipline. Understanding the challenges

policymakers, and stakeholders involved in the education system. By identifying and

addressing these challenges, appropriate interventions can be developed to provide the

maintain their overall well-being.

circumstances of working students and inform the development of targeted

interventions to promote their academic success and well-being.

senior high school students for the school year 2022-2023.

Specifically, this study seeks answers to the following questions:

academic distinction, and monthly family income?

academic distinction, and monthly family income?

distinction, and monthly family income?

distinction, and monthly family income?

5. Are there significant differences in the coping mechanisms of senior high

academic distinction, and monthly family income?

mechanisms of working senior high school students?

1. There is no significant difference in the challenges faced by senior high school

and monthly family income.

2. There is no significant difference in the coping mechanisms of senior high

distinction, and monthly family income.

3. There is no significant relationship between the challenges and coping

mechanisms of working senior high school students.

This study is anchored on The Moral Responsibility Theory of P.F Strawson

or neglected by one’s moral obligations accompanied by the three essential elements:

independence (Robinson 2019). There are several advantages and disadvantages of

students long-term job prospect be prospective employers see it as a motivation and

work, can have the opposite effect (Tinto, 2015).

employment as a necessity to survive the higher education sphere. However, the

students at Buenavista National High School. There is a significant relationship between

Independent Variables Dependent Variables

Profile of the Challenges of Senior

Figure 1. A schematic diagram showing the relationship between the independent

mechanisms of senior high school working students.

Significance of the Study

how they will overcome them.

how to deal with such difficulties.

a range of directions and strategies.

School Administrators. School administrators will benefit from the study’s

among working students.

Researchers. The researchers will have a deeper understanding of the difficulties

researcher in putting into practice various methods of instruction.

future studies, which will be greatly helped by this research work.

better understanding of the terms used in this study.

Challenges. A situation needing great mental or physical effort in order to be done

encountered by the senior high school working students

Coping Mechanisms. Any conscious or unconscious adjustment or adaptation that

decreases tension and anxiety in a stressful experience or situation. (APA dictionary of

pay their own expenses. (Research.net, 2022)

responding and finishing this investigation.

Scope and Delimitation of the Study

students at Buenavista National High School.

collection of data will begin in March 2023.

literature and related studies.