EXPLORING THE EXPERIENCES OF WORKING STUDENTS WITH SHIFTING

CLASSES

ABALDE EDDISON PAGLINAWAN

HENTAPA JOHN DAVE ARSENAL
MAG-ABO TARTWIN LOPEZ
MENDOZA ROGER AUGIS
NAMOCO JAYSON MAHUSAY
SALCEDA AXL DWYNE CONCHA
CIANO ANNEKA HYACINTH MANA-A
PINEDA CHRISTINE

11 HUMSS MATULUNGIN

RESEARCH PROPOSAL SUBMITTED TO FACULTY OF THE

PRACTICAL RESEARCH DEPARTMENT SENIOR HIGH
SCHOOL VALENCIA NATIONAL HIGHSCHOOL,
VALENCIA CITY, BUKIDNON
IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS
FOR THE SUBJECT

PRACTICAL RESEARCH 1

DENICE M. CANTONEROS

MARCH 2024
 CHAPTER 1
INTRODUCTION
Background of the Study

Working student is stressful in balancing your social life, time for family, school, and

work. Figuring out how to manage the pressure that comes with being a working student and

ensuring you have no less than one night off a week, can bring down your stress levels ten

times (Mitchell, 2016). According to Kim & Hogan (2018), many different and intricate

variables go into choosing to be a working student. Although financial necessity is a major

driving force behind low-income students’ decision to work while they study, decision-

making processes and other considerations may also come into play. As many studies

suggested, indeed a combination of full-time studying and part-time working can cause a

damaging effect on the physical and mental health of students. It can create a negative impact

on academic performance (Haugen, 2015).

Shifting classes are commonly composed of morning and evening classes. Shifting of

classes was implemented here in the Philippines as a means of addressing the classroom

shortage and reducing class size. Public schools in the Philippines adopt shifting classes to

address the common problem, lack of classrooms and facilities. It is a temporary solution in

overpopulated schools. Valencia National High School is one of the public schools in the

Philippines that have shifting classes due to a shortage of classrooms and a lack support of

from the government. Shifting of classes can have diverse effects on students' academic

performance, some students might have to work full-time and do multiple jobs to cover the

expenses of their studies (Rab, 2016). Several studies have been conducted about working

students and shifting classes. However, there is a lack of information about the challenges of

the students in shifting classes and how working students face the challenges of shifting
classes between morning and evening schedules. Therefore, it is essential to understand how

shifting classes can affect working students.

Statement of the Problem

In this study, there is a lack of information on how working students have faced the

challenges of shifting classes between morning and evening schedules. While there is some

research on the experiences of working students, there is limited information on the specific

challenges and opportunities they face in adjusting to different class schedules. This research

aims to investigate the impact of shifting classes on the academic performance and

experiences of working students in Valencia National High School, as well as the strategies

they use to balance their work and academic responsibilities. This research is necessary to

address the gap in the literature on the experiences of working students in shifting class

schedules and to provide insights into how working students can be supported in this context.

Objectives of the Study

The objective of this study is to identify the specific challenges faced by working

students in Valencia National High School when transitioning between morning and evening

class schedules, investigate the strategies employed by working students to effectively

balance their work and academic commitments during these transitions, evaluate the impact

of shifting classes on the academic performance of working students.

Specifically, this study aims to:

1. Determine the impact of shifting classes on academic performance.

2. Determine how the working students cope with the challenges of shifting

classes between morning and evening schedules.

Significance of the Study

 The study of Exploring the Experiences of Working Students with Shifting Classes in

Valencia National High School and how they cope with their challenges of shifting classes

due to transitioning between morning and evening schedules are significant for the parents,

school administrators, teachers, and especially for the students and future researchers.

Students. Through this study for students, working while studying can have both

positive and negative impacts. While it can provide access to extra cash, good nutrition, and

the development of interpersonal and communication skills, it can also lead to physical and

emotional stress due to demanding physical responsibilities, workplace relations issues, and

conflicts caused by dual roles. Therefore, studying students' perspectives can help identify

strategies to mitigate the negative impacts of working while studying and enhance the

positive ones.

Parents. Through this study, parents can benefit from understanding their role in

supporting their children's academic success is crucial. Parental involvement, such as regular

communication with teachers and participation in school activities, can help reduce disruptive

behavior and improve academic performance. However, time conflicts and work schedules

can hinder parents' ability to be involved in their children's education. Therefore, studying the

perspectives of parents can help identify strategies to improve parental involvement and

support for working students with shifting classes.

School Administrators and Teachers. Through this study, School Administrators

and Teachers can benefit from understanding the challenges faced by working students with

shifting classes and can help them develop policies and practices to support these students.

For example, providing flexible scheduling options, academic support services, and resources

to help students balance their work and academic responsibilities can improve their academic

performance and overall well-being.

Scope and Delimitation

The research will focus on exploring the experiences of working students who

navigate between morning and evening classes, specifically examining how this schedule

variation impacts their academic performance and overall experiences. The study will

investigate the influence of factors such as class timing, workload distribution, and time

management on academic achievement, as well as the effects of transitioning between

different class schedules on academic progress. Additionally, the research will analyze the

attitudes and motivations of working students towards their campus employment in the

context of shifting classes, assessing how class shifting affects their ability to balance

academic responsibilities with work commitments. Furthermore, the study will explore the

benefits of research-based experiences for working students with varying class schedules,

investigating how these experiences influence academic performance and overall student

engagement.

The delimitation of this research is to focus on working students with morning and

evening classes and narrowing the scope to examine the effects of shifting classes between

these time slots, the study aims to provide insights into the challenges and opportunities faced

by working students managing different class schedules while balancing work commitments.
 CHAPTER 2
REVIEW OF RELATED LITERATURE

RELATED LITRATURE

The research study by Afable et al. (2020). Entitled the “Factors Affecting the

Academic Performance of Senior High School Working Students in St. GREGORY College

of Valenzuela focused on determining the factors affecting the academic performance of

senior high school working students. The findings revealed that the responsibility of a

working student is very hard they need to give their 100% of attention in school and other

100% of their strength when they work.

“Kropets” et al. (2019) entitled “Emotional and Academic burnout of student

combining education and work” provide valuable insights into academic burnout, which

extends beyond exhaustion to include disinterest and inefficiency, particularly in learning

activities and supplementary pursuits like work and research. This understanding intersects

with the broader framework of emotional burnout syndrome, as illuminated by the

perspectives of V.V. Boyko, who highlights the psychological mechanisms involved,

including the suppression of emotions in response to traumatic stimuli. Furthermore, the

classic symptoms of emotional burnout—exhaustion, depersonalization, and diminished

personal achievements—further enrich our comprehension of this phenomenon, emphasizing

its profound impact on individuals' well-being and professional fulfillment. In parallel, the

contributions of Stirling & Emery (n.d.) underscore the pivotal role of social and emotional

well-being within educational institutions, recognizing the challenges in maintaining and

enhancing well-being among students and staff. The imperative for coordinated efforts to

address these challenges underscores the need for holistic strategies that cultivate a

supportive and nurturing environment conducive to positive mental health outcomes.

Through the synthesis of these perspectives, a comprehensive understanding emerges, guiding

efforts to mitigate burnout and promote holistic well-being within educational settings.

understanding emerges, guiding efforts to mitigate burnout and promote holistic well-being

within educational settings.

The research study by Paje (2023) entitled "Challenging Experiences of Senior High

School Working students in Selected Public Schools in “Polangui North District" focuses on

difficult encounters of the Working Senior High School Students by conducting an thorough

survey, concentrated group discussion, and interview such that it does not need to employ a

quantitative design study because of the information required by the investigator won't

depend on numerical or quantifiable data, and only the analysis and interpretation of the

responses from the participants about their opinions and difficult situations when performing

the function as a team member as well as students. The researcher will conduct a complete

list of all working students from students in grades 11 and 12 from the three schools. The

respondents in this school year 2022–2023 are the respondents in this study. The study's only

constraint is for 2022–2023 only. The findings of this study are presented under the following

major headings: The overview of the responders concerning: a. Age: b. family earnings; c.

The parents' occupation; and c. Motives for laboring during researching. The respondents'

academic achievement. The difficult circumstances the respondents faced alongside: a. Time

management b. Academic Achievement. Suggest an action plan for a motivational campaign

for the Senior high school students who work.