Aniñon, Patricia P.

XI – GALILEI

CONCEPT PAPER

TITLE:

Senior High School Students' Experiences in Part-time Jobs: A Phenomenological

Study

Introduction:

Getting a part-time job is very beneficial for students, because it provides

them with financial support and teaches them the important life skills, such as time
management and socialization. On the other hand, for students who are working too
much can have a negative impact on their academic performance, leading them to
unfavorable outcomes, which is true to those who work long hours, as it can have an
impact on their studies. There is existing research about this topic, but only focuses
on the impact of part-time jobs on academic performance, leaving out the other
important aspects of student’s lives as a part time employee. This study explores the
perspective of senior high students and provides an insight into how part-time jobs
affect the lives of the senior high students. The study addresses the research gap,
not only examining the negative impacts on academic performance, but also the
impact of part-time jobs on the development of time management skills and
independency.

Background:

As students navigate their educational journey. Many chose to take part-time

jobs for various reasons, including financial independence, skill development, and
gaining practical experience. Although existing literature has explored the impact of
after-school jobs on academic performances, there is a recognized need for a
deeper understanding of the experiences of senior highs students engaged in after-
school jobs. This study aims to address the research gap by adopting a
phenomenological approach, that would enable participants to express their personal
experiences, obstacles, and achievements in their own words.
Research Questions:

1. How do senior high students manage their time and prioritize commitments
between work, school, and personal life?

2. What are the challenges that are faced by senior high students while
balancing part-time jobs with academic responsibilities?

3. How do senior high students perceive and interpret the impact of part-time
jobs on their academic performance, social relationships, and overall well-
being?

Literature Review:

Studies found that students who are working part-time can easily develop
valuable skills such as team cooperation, customer care, communication, and
practical skills (Lucas & Lammont, 1998; Curtis & Lucas, 2001). Some researchers
have concluded that part-time jobs can provide financial support and opportunities
for future career growth (Harvey, 2000; Devlin, James & Grigg, 2008; Nonis &
Hudson, 2006).

There are studies that have examined the impact of part-time jobs on full-time
students. Based on the study of Manthei and Gilmore (2005), it was considered that
working part-time leaves less time to study. Also, Jogaratnam and Buchanan (2004),
specified that students who choose to do a part-time job while having full-time study
were most likely to suffer from stress and sleep deprivation. As many research
suggested, certainly a combination of full-time studying and part-time working can
indeed have a negative effect on the student’s physical and mental health, also it can
have a negative impact on academic performance (Hovdhaugen, 2015; Creed,
French & Hood, 2015; Darolia, 2014).
Significance of the Study:

This study provides understanding on how part-time jobs has an impact on

SHS students and also provide insights into the effects of their academic
performance, time management skills, and overall educational experiences. Many
SHS students who are engage in part-time jobs support themselves financially or
contribute to their families. Exploring their experiences can give us insights into their
financial literacy as well. Part-time jobs often expose students to real world
challenges, developing the important life skills, such as socialization, problem
solving, and interpersonal skills. This can inform teachers and parents of the broader
value of such experiences of the students.

Methodology:

Participants:

In this study, the participants would be the senior high students who are
currently employed in after-school jobs or those who have recently had such
experiences.

Data Collection:

Data collection methods will consist of one-on-one interviews with each

participant to gather rich, qualitative data on their experiences, observe participants
in their natural environment, such as at their workplace or during their after-school
routine, and group discussions.

Data Analysis:

Thematic analysis will be applied to analyze the collected data, focusing on

identifying and interpreting patterns and themes within the students' narratives and
observational data. This will facilitate the extraction of essential aspects of high
school students' experiences with after-school employment.
TIMELINE:

Preparation and Approval 1-2 months

Participant Recruitment 2-3 weeks

Data Collection 3-5 weeks

Data analysis 7-9 weeks

Results and Findings 1 month

Writing and Revisions 5 weeks

Final edits 1 week

Presentation and 1-2 weeks

Dissemination

REFERENCES:

Curtis, S., & Lucas, R. (2001). A coincidence of needs? Employers and full-time
students. Retrieved from https://www.emeraldinsight.com/doi/abs/10.1108/
01425450110366264?fullSc=1&journalCode=er

Harvey, L. (2000). New realities: The relationship between higher education and
employment. Retrieved from https://link.springer.com/article/10.1023/ A:100
9685205201

Devlin, M., James, R., & Grigg, G. (2008). Studying and working: A national study of
student finances and student engagement. Retrieved from
https://www.tandfonline.com/doi/abs/10.1080/13583880802053044

Jogaratnam, G., & Buchanan, P. (2004). Balancing the demands of school and work:
Stress and employed hospitality students. Retrieved from https://www.
emeraldinsight.com/doi/abs/10.1108/09596110410537397? fullSc=1
Darolia, R. (2014). Working (and studying) day and night: Heterogeneous effects of
working on the academic performance of full-time and part-time students. Retrieved
from https://econpapers. repec.org/article/eeeecoedu/v_3a38_3ay_
3a2014_3ai_3ac_3ap_3a38-50.htm

Hovdhaugen, E. (2015). Working while studying: The impact of term-time

employment on dropout rates. Retrieved from https://www.
tandfonline.com/doi/abs/10.1080/ 13639080.2013.869311