EFFECTS OF BEING A PART TIME JOB EMPLOYEE OF SENIOR HIGH

SCHOOL STUDENTS TO THEIR ACADEMIC PERFORMANCE AND

WELL BEING

BY

CARRAO,ERIN NICOLE J.
BALADAD,GESCHENK VON GOTT A.
LLANOS,KRAM B.

AMA COMPUTER COLLEGE INC., SAN FERNANDO CITY OF LA UNION

MARCH 15,2024
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

This chapter includes the introduction,background of the study,statement of the

problem,theoretical framework,conceptual framework,assumptions and
hypothesis,scope and delimitation's of the study,limitations of the study,and definition
of terms.

INTRODUCTION

This study aims to investigate the focus group which are the Senior High School
Students(SHS). Mostly students who work as a part time job employee are the ones
that has a strong capabilities,learned how to stand on it’s own, and has a special
skills.There are a lot of employers of a companies,small businesses,and restaurants
that hires a part time employee to reduce the labor costs and to give experience.
Employer that employs students to become part of them creates a big impact for a
student especially in some problems.The study seeks to uncover the effects of
managing both work responsibilities and educational goals at the same time. It aims to
explore how balancing work alongside school impacts various aspects of students'
lives. This includes addressing concerns that are important to teachers, parents,
policymakers, and anyone else who cares about the overall growth and well-being of
young people today.

BACKGROUND OF THE STUDY

As teenagers move towards adulthood, they experience a crucial period

characterized by newfound freedoms, duties, and ambitions. Many high school
seniors see part-time jobs as an opportunity to earn their own money, learn important
skills, and enrich their education. However, managing both work and school
responsibilities can be tough, leading to concerns about how it might affect their
grades and overall well-being. The academic path of senior high school students is
closely connected to the demands of their part-time jobs. Juggling schoolwork like
assignments and exams with work duties demands careful time management and
prioritization. While some students may excel in handling both, using their work
experiences to boost their academic performance, others may struggle with tiredness,
stress, and decreased focus on their studies.Balancing part-time work with the
demands of senior high school education inevitably affects students' overall well-
being. Teens managing both work and school commitments may feel more stressed,
tired, and struggle with their mental health. The pressure to do well academically
while fulfilling work responsibilities can lead to feelings of being overwhelmed,
anxious, and burnt out.The impact of part-time jobs on the academic performance and
well-being of senior high school students involves a complex mix of factors. While
these jobs can help develop important skills and independence, they can also create
challenges that affect students' academic involvement and overall health.This study
aims to o provide insights for improving educational practices, support systems, and
policies geared towards fostering the holistic growth of senior high school students in
today's world.
STATEMENT OF THE PROBLEM:

1.)Are there significant differences in the grades of part-time job employees and non-
employees among senior high school students

2.)How do senior high school students balance their academic commitments with
part-time work schedules?

3.)How do students utilize their earnings from part-time jobs, and does financial
independence impact their overall well-being and academic performance?

THEORETICAL FRAMEWORK

According to Albert Bandura,the social learning theory emphasizes the

importance of observational learning and modeling in shaping behavior. In the context
of part-time job employment and academic performance, senior high school students
may observe how their peers or role models manage the demands of work and school.
They may imitate effective time management strategies, coping mechanisms, and
study habits they observe, which can impact their academic performance and overall
well-being.(https://www.verywellmind.com/social-learning-theory-2795074)

According to Richard S. Lazarus and Susan Folkman The transactional model of

stress and coping, developed by Lazarus and Folkman, suggests that stress is a result
of an individual's evaluation of the demands of a situation and their ability to cope
with those demands. When senior high school students work part-time jobs, they may
experience stressors such as time constraints, workload, and conflicting
responsibilities. Their coping strategies, including problem-solving, seeking social
support, or engaging in relaxation techniques, can influence how they perceive and
manage these stressors, ultimately impacting their academic performance and well-
being.(https://www.mindtools.com/aari1kl/lazarus-and-folkmans-transactional-model-
of-stress-and-coping)

According to Edward L. Deci and Richard M. Ryan Self-determination theory

posits that individuals are motivated by the desire for autonomy, competence, and
relatedness. Senior high school students working part-time jobs may experience a
sense of autonomy and competence as they earn their own money and develop skills
in the workplace. However, if work obligations infringe upon their autonomy or
hinder their ability to fulfill basic psychological needs such as social connection or
academic achievement,it may negatively impact their well-being and academic
performance.(https://positivepsychology.com/self-determination-theory/)

According to Urie Bronfenbrenner Ecological systems theory, proposed by Urie

Bronfenbrenner, emphasizes the interconnectedness between individuals and their
environment. In the context of part-time job employment and academic performance,
senior high school students' experiences are influenced by various systems, including
family, school, peers, and work. Supportive environments, such as family
encouragement, flexible work schedules, or school resources, may buffer the negative
effects of work on academic performance and well-being, while unsupportive
environments may exacerbate stress and diminish resilience.
(https://www.simplypsychology.org/bronfenbrenner.html)

According to Irwin M. Rosenstock The Health Belief Model, developed by

Rosenstock, suggests that individuals' health-related behaviors are influenced by their
perceptions of susceptibility, severity, benefits, and barriers. In the context of part-
time job employment and academic performance, senior high school students' beliefs
about the importance of education, the consequences of poor academic performance,
and the benefits of working may influence their decisions and behaviors. Perceived
barriers, such as time constraints or academic stress, may also impact their ability to
effectively balance work and school responsibilities, affecting their academic
performance and well-being.
(https://sphweb.bumc.bu.edu/otlt/mph-modules/sb/behavioralchangetheories/
behavioralchangetheories2.html)

By integrating these theoretical perspectives, this study seeks to provide a

comprehensive understanding of the effects of part-time job employment on the
academic performance and well-being of senior high school students

CONCEPTUAL FRAMEWORK

INDEPENDENT VARIABLE DEPENDENT VARIABLES

Part-time job employment of a. Academic Performance:

senior high school students.
MEDIATING VARIABLE
Coping Mechanisms and Support
Systems: Strategies and resources
utilized by senior high school
students to manage the challenges
associated with balancing part-
time job employment and
academic responsibilities.
Grades, test scores, and overall
academic achievement of senior
high school students.
b. Well-being: Physical,
emotional, and psychological
health and satisfaction of senior
high school students.
HYPOTHESIS
Part-time job employment among senior high school
students will have varying effects on their academic
performance and well-being.
Coping mechanisms and support systems will play a
significant role in mediating the relationship between
RESEARCH DESIGN DATA ANALYSIS

Quantitative: Statistical analyses such

Mixed-Methods Approach: Surveys
or questionnaires to collect
quantitative data on part-time job
employment, academic performance,
and well-being. Additionally,
interviews or focus groups to gather
qualitative insights on coping
mechanisms and support systems.
as correlation and regression to
examine relationships between
variables.
Qualitative: Thematic analysis to
identify patterns and themes in
students' experiences and perceptions
related to part-time job employment
and its effects.

IMPLICATIONS AND RECOMMENDATIONS

Findings may inform educators, parents, and

policymakers about the importance of providing
support for senior high school students balancing
work and academic responsibilities.
Recommendations may include implementing
school-based support programs, encouraging open
communication between students and adults, and
promoting awareness of effective coping strategies.
ASSUMPTIONS

1. Senior high school students who work part-time jobs are similar to their non-
working counterparts in terms of baseline academic performance and well-being.

2. The part-time job employment of senior high school students does not
significantly affect variables other than academic performance and well-being,
such as social relationships or extracurricular activities.

3. Students accurately report their part-time job status, academic performance, and
well-being in surveys or interviews.

4. Coping mechanisms and support systems utilized by students are effective in

mitigating the potential negative effects of part-time job employment on
academic performance and well-being.

HYPOTHESIS

H1: Senior high school students who work part-time jobs will exhibit varying levels
of academic performance compared to those who do not work.

H2: Part-time job employment among senior high school students will have differing
effects on their overall well-being.

H3: Coping mechanisms and support systems will mediate the relationship between
part-time job employment and academic performance/well-being.

H4: The relationship between part-time job employment and academic

performance/well-being will be moderated by individual factors such as gender,
socioeconomic status, and academic motivation.

SCOPE OF STUDY

1. This study will focus on senior high school students aged 15 to 18 who are enrolled
in schools.
2. The research will investigate the effects of part-time job employment on academic
performance, encompassing grades, test scores, and overall achievement.

3. The study will explore the impact of part-time job employment on various aspects
of well-being, including physical, emotional, and psychological health.

4. It will examine coping mechanisms and support systems utilized by students to

manage the challenges associated with balancing work and academic responsibilities.

DELIMITATIONS OF STUDY:

1. The study will not include senior high school students who are not currently
enrolled in school.

2. It will not investigate the effects of full-time employment or other non-academic

activities on academic performance and well-being.

3.The study will focus only on a particular location or region and won't consider other
places or contexts.

4.The study will not assess long-term outcomes beyond the scope of the research
period.

5.It will not account for individual differences in part-time job types, work hours, or
job satisfaction, which may influence outcomes.

LIMITATIONS OF THE STUDY

1.Sample Size: The study may have a limited sample size due to constraints such as
time, resources, and access to participants, which could affect the generalizability of
the findings.

2.Self-Reporting Bias: The reliance on self-reported data from students regarding

their part-time job status, academic performance, and well-being may introduce bias
or inaccuracies.

3.Cross-Sectional Design: The study's cross-sectional design may limit the ability to
establish causal relationships between part-time job employment and academic
performance/well-being, as it cannot capture changes over time.
4.External Factors: External factors such as family dynamics, socioeconomic status,
and individual differences in coping mechanisms may confound the relationship
between part-time job employment and academic performance/well-being.

5.Contextual Specificity: Findings may be specific to the particular geographical area

and context where the study is conducted, limiting generalizability to other settings or
populations.

5. Limited Scope of Well-being: The study may focus primarily on academic

performance and overlook other dimensions of well-being, such as social
relationships, physical health, or life satisfaction.

6. Recall Bias: Students may have difficulty accurately recalling past experiences or
emotions when reporting on their academic performance and well-being, leading to
potential recall bias.

7.Potential Confounding Variables: The study may not account for all potential
confounding variables that could influence the relationship between part-time job
employment and academic performance/well-being, such as extracurricular activities
or parental involvement.

8.Language and Cultural Differences: The study's findings may be influenced by

language and cultural differences among participants, impacting the interpretation and
applicability of the results across diverse populations.

9.Ethical Considerations: Ethical considerations, such as ensuring participant

confidentiality and informed consent, may constrain the study's methodology and data
collection procedures.

DEFINITIONS OF TERMS

Part-time employee-is a type of employment where an employee works for fewer

hours a week than a full-time employee. Part-time employees are commonly referred
to as part-timers and usually work between 20-30 hours per
week.(https://www.shiftbase.com/glossary/part-time-job-definition#:~:text=A%20part
%2Dtime%20job%20definition,20%2D30%20hours%20per%20week.)

Academic performance- is the measurement of student achievement across various

academic subjects. Teachers and education officials typically measure achievement
using classroom performance, graduation rates, and results from standardized tests.
(https://ballotpedia.org/Academic_performance)

Well-being-the state of being happy, healthy, or

prosperous : WELFARE(https://www.merriam-webster.com/dictionary/well-being)
Effect-the result of
a particular influence:(https://dictionary.cambridge.org/us/dictionary/english/effect)

Senior High School Students-refer to students who are in the final years of their
secondary education. These students are typically between the ages of 15 and 18 and
are preparing for higher education or entering the workforce. The term "senior high
school students" is used in various contexts to discuss different aspects of their
education and experiences. For example, one study examines the social-class
delamination among senior high school students, highlighting the disparities between
students from different backgrounds and the impact of the school system on these
divisions . Another study focuses on the attitudes of senior high school students
towards research, exploring factors such as research positivity and anxiety levels .
Additionally, research has been conducted on the information-seeking behavior of
senior high school students, highlighting their needs, preferences, and the factors
influencing their use of information channels .(https://typeset.io/questions/definition-
of-key-term-about-senior-high-school-students-41or3en5u9)

Balancing-to be in a position where you will stand without falling to either side, or to
put something in
this position:(https://dictionary.cambridge.org/us/dictionary/english/balancing)

Generalizability-is the degree to which you can apply the results of your study to a
broader context. Research results are considered generalizable when the findings can
be applied to most contexts, most people, most of the
time.(https://www.scribbr.com/research-bias/generalizability/

Bias-an inclination of temperament or outlook

especially :a personal and sometimes unreasoned judgment : PREJUDICE
an instance of such prejudice,deviation of the expected value of a statistical estimate
from the quantity it estimates,systematic error introduced into sampling or testing by
selecting or encouraging one outcome or answer over others(https://www.merriam-
webster.com/dictionary/bias)

Mediate-to settle (disputes, strikes, etc.) as an intermediary between parties; reconcile

to bring about (an agreement, accord, truce, peace, etc.) as an

intermediarybetweenparties by compromise, reconciliation, removal of
misunderstanding, etc.(https://www.dictionary.com/browse/mediate

Factors-A factor is one of the things that affects an event, decision, or

situation.Physical activity is an important factor in maintaining fitness. [+
in] Synonyms: element, thing, point, part(https://www.collinsdictionary.com/
dictionary/english/factor)

Mitigating- circumstances or factors make

a bad action easier to understand and excuse, and may result in the
person responsible being punished less severely.
Fostering-to take care of a child, usually for a limited time, without being the
child's legal parent:(https://dictionary.cambridge.org/us/dictionary/english/fostering)

Moderated-kept or keeping within reasonable or proper limits; not extreme,

excessive,or intense:a moderate price.of medium quantity, extent, or amount:a
moderate income.(https://www.dictionary.com/browse/moderated)

Variables- in research simply refers to a person, place, thing, or phenomenon that

you are trying to measure in some way. The best way to understand the
difference between a dependent and independent variable is that the meaning of
each is implied by what the words tell us about the variable you are using.
(https://libguides.usc.edu/writingguide/variables#:~:text=A%20variable%20in
%20research%20simply,the%20variable%20you%20are%20using.)

Crucial-describes something that is important or essential to success, like

the crucial dress rehearsals that ensure everything will run smoothly on your play's
opening night.(https://www.vocabulary.com/dictionary/crucial)

Utilized- to use (something) for a particular

purpose(https://www.britannica.com/dictionary/utilize)