THE RELATIONSHIP BETWEEN WORKING HOURS AND ACADEMIC

ENGAGEMENT OF WORKING STUDENTS IN NOTRE DAME OF DADIANGAS

UNIVERSITY

A Research Paper Presented to the Faculty

SENIOR HIGH SCHOOL
Notre Dame of Dadiangas University
Integrated Basic Education Department
Marist Avenue, General Santos City

In Partial Fulfilment of the Requirements for the Subject

Practical Research II

Wamilda, Judea Harmony L.

Matundo, Franz Ashley M.

Martirez, Marlene Jane M.

Abañez, Jhon Crisne G.

Guarin, Karl Raven T.

Lao, Adrian Lester S.

Sison, Bea Nicole N.

Cansino, Whazii A.

Adtud, Ryaan A.

Vios, Maridel D.

December 2022
 ii

DEDICATION

This study portion of the study is dedicated to all of the

people who have supported us throughout everything.

To the one and only almighty father, who has given upon

us knowledge, wisdom, and guidance from above. He

has given us the spiritual strength to persevere in the

face of adversity and overcome obstacles. We prayed for

his blessings when we couldn't move forward any longer,

and we relied on his grace in our daily lives.

To our teachers, who instilled in us the will to keep

going no matter what. They are the ones who

have never abandoned us while we were in need.

To our family and friends, who have always been

supportive and helpful to us during our difficult

times, and who have heard all the words we

cannot search ways to express. They were able to

empathize with our feelings and inspired us to

continue our study.

 iii

Lastly, to all the times we doubted ourselves, this

study is meant to remind us that we are more than

our worries about who we are and what we can

accomplish.
 iv

ACKNOWLEDGMENT

This study would not have been possible without the guidance and

assistance of a several individuals who extended their hands in a genuine desire

to assist us in completing this study.

First and foremost, the researchers would like to express their gratitude to

the administration and senior high school teachers, whose sincerity and

encouragement will always be within us,

To Ma’am Charisse Sumalinog, for giving your unfailing support and

patience and for inspiring us as our thesis adviser. As well as for reviewing our

study from time to time despite of the busy schedules and for suggestions for

improving the content and essence of our study,

To Br. Niño M. Pizarro and Sir Felmar Maloto for giving us the

permission and a golden opportunity to conduct our study at NDDU Campus,

To the participants, thank you for your sincere cooperation and spending

time participating in the interview, as well as your most honest responses,

To Ma’am Jenly Rose B. De la Cruz, for the support and motivations

To our families and friends, for the love, guidance and support in

conducting this study,

And last but not least, we thank our Almighty God for providing us with

guidance, protection, and the strength to complete the study.

 v

DECLARATION
OF ORIGINALITY
BY THE RESEARCHERS

The following researchers: JUDEA HARMONY L. WAMILDA, FRANZ

ASHLEY M. MATUNDO, MARLENE JANE M. MARTIREZ, JHON CRISNE G.
ABAÑEZ, KARL RAVEN T. GUARIN, ADRIAN LESTER S. LAO, BEA NICOLE
N. SISON, WHAZII A. CANSINO, RYAAN A. ADTUD, and MARIDEL D. VIOS,
declare that this research entitled, “THE RELATIONSHIP BETWEEN WORKING
HOURS AND ACADEMIC ENGAGEMENT OF WORKING STUDENTS IN
NOTRE DAME OF DADIANGAS UNIVERSITY”, is originally made to the best of
their knowledge. The following names are the authors of this research:

JHON CRISNE G. ABAÑEZ MARLENE JANE M. MARTIREZ

RYAAN A. ADTUD FRANZ ASHLEY M. MATUNDO

WHAZII A. CANSINO BEA NICOLE N. SISON

KARL RAVEN T. GUARIN MARIDEL D. VIOS

ADRIAN LESTER S. LAO JUDEA HARMONY L. WAMILDA

December 2022
Date Signed
 vi

ABSTRACT

This study was conducted to determine the relationship of woking hours

and academic engagement of working students specifically senior high and

college working students in Notre dame of Dadiangas University. The

respondents were students from the Senior high school and college departments

(Batch 2021 – 2022).

After conducting the test survey for the Senior High school students, 10

working students – 33 % of the sample size and for College working students, 20

working students – 67% of the sample size answered the survey. The number of

working hours determined that mostly of the working students’ job schedule is

more than 3 hours each week with a frequency of 25 which accumulates to

83.3% of the total population. In determining the relationship between working

hours and academic engagement, the summary of the results showed that there

was no doubt that indicator 1 "Presence" had the highest weighted mean of 3.47,

which was classified as Sometimes. Following this, indicator 2 "Participation"

received the second-highest weighted mean of 2.87 and was classified as

Sometimes. Indicator 3 "Output submission," on the other hand, had the lowest

mean of 2.85 and was classified as Sometimes. The overall score is 3.06, which

is labeled as Sometimes.

Furthermore, it was discovered that there was no significant relationship

between the working hours and the academic engagement among working
 vii

students at Notre Dame of Dadiangas University (Batch 2021-2022), with a p-

value of 0.0847 (p>0.05) supporting the null hypothesis.

 TABLE OF CONTENTS

Page

Title Page i

Dedication ii

Acknowledgement iv

Declaration of Originality by the Researchers v

Abstract vi

CHAPTER

I. THE PROBLEM AND ITS SETTING

Introduction 1

Literature Review 3

Conceptual Framework 10

Statement of the Problem 10

Scope and Delimitation 11

Significance of the Study 12

II. METHODOLOGY

Research Design 14

Selection of Respondents 15

Research Instruments 15

Data Gathering Procedure 18

Data Analysis 19

Ethical Consideration 19

III. RESULTS

Number of Hours Spend by Working Students Each Week 21

 Relationship of the Working Hours to the Academic Engagement 22

of Working students in terms of Presence

Relationship of the Working Hours to the Academic Engagement 22

of Working students in terms of Participation

Relationship of the Working Hours to the Academic Engagement 23

of Working students in terms of Output Submission

Summary of the Results 24

Correlation of Working Hours and Academic Engagement of 25

Working students

IV. DISCUSSION

Justification of Results 27

Implication of Findings 28

Conclusions 28

Recommendations 29

REFERENCES 31

APPENDICES

A. Letter to the Assistant Principal 32

B. Letter to the Advisers 33

C. Letter to the Respondents 34

D. Letter to the Grammarian 35

E. Letter to the Statistician 36

F. Letter to the Validator 37

G. Certificate of Editing 38

H. Certificate of Validation 39
 I. Validation Tool 40

J. Survey Questionnaire 41

K. Raw Data 44

CURRICULUM VITAE 46

LIST OF TABLES AND FIGURES

I. Figures

Figure 1 Conceptual Framework 10

II. Tables

Table 1 Scale Description of the level of hours spent by 16

the working students in terms of schedule

Table 1 Number of Hours Spend by Working Students 21

Each Week

Table 2 Scale Description of the Presence of working 16

students in their class

Table 2 Summary of Results 24

Table 2.1 Relationship of the Working Hours to the Academic 22

Engagement of Working students in terms of Presence

Table 2.2 Relationship of the Working Hours to the Academic 23

Engagement of Working students in terms of Participation

Table 2.3 Relationship of the Working Hours to the Academic

24 Engagement of Working students in terms of Output Submission

Table 3 Scale Description of the Participation of working 17

students in their class

Table 3 Correlation of Working Hours and Academic 25

 Engagement of Working students

Table 4 Scale Description of the Output Submission 17

of working students in their class

Table 5 Strength Value of Correlation Coefficient 18

 CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Many factors contribute to the need to work for these students, and it

depends on the individual. Working while studying is mostly motivated by

financial necessity: to make up for losses in various types of understudy support;

to supplement compensation in order to provide a higher level of understudy

comprehension; or to help with future goals. It also gives understudies a sense of

financial autonomy and helps them develop accounting skills by allowing them to

share responsibilities for covering the costs of their studies. Obtaining and

working would benefit from concurrent learning, but this comes at a cost, namely

additional responsibilities and roles that they must bear.

Although it may sound pleasant at first, gaining knowledge in working

while being a student would certainly come at a cost as the academic

engagement of the given working student would be at bay. This means that less

time would be focused on academics as working would also be at hand, which

would make coping up with academics much harder than it already is. Prior

research had shown that the number of college students who work while

attending classes had significantly increased. Based on 1980-84 data, Carroll

and Chan-Kopka, (1988) discovered that one in every twelve full-time college

students worked more than full time while attending college, and 25% worked

less than 20 hours per week. According to King's, (2006) study, employed
 2

students work nearly 30 hours per week on average while enrolled, about one-

quarter of full-time students work full time, and one-third of working students

describe themselves as student employees. Public higher education institutions

must produce accountability reports that include not only information on retention

and graduation, but also a variety of other data such as measures of academic

achievement and levels in terms of student satisfaction Another indication of the

importance of academic achievement and student satisfaction measures can be

found in the accreditation self-study process, where much informations about

student satisfaction is collected. Academic achievement and satisfaction are

collected and reported Elliott & Healy, (2001).

In Rajeev Darolia's study, there was a link between the number of credits

earned and the number of hours worked per week. According to this report, 80

percent of undergraduate students work at some point during their studies, and

the number of hours worked per week increases year after year. Some students

take fewer credits because of work obligations. Students, both full-time and part-

time, frequently spend less time in class. This could lead to later graduation

dates and more debts as a result of the additional years of study. Students with

higher time to degree ratios have lower future earnings costs. Working may have

a negative impact on overall health because it leaves little time for leisure and

school-related activities, according to the study Darolia, (2014). Despite their

financial difficulties, students who are employees are able to support themselves

by working. Internet employment, paid corporate internships, fast-food crew, and

school positions are among the job options for working students. These working
 3

students are suffering because they must meet work requirements to keep their

jobs and maintain academic engagement to avoid receiving a failing grade. Only

half of students who are employed, according to CHED, (2010) are able to finish

college because many are unable to focus on their studies, some are sick, and

others leave because of financial issues. This demonstrates that many people

are left with no choices, which is why working is necessary for them in order to

support themselves as well as their own objectives. This is evident in the

sacrifices they made in order to pursue their academic goals. This study will look

into how working students' hours and academic engagement relate to one

another. The study aims to connect the relationship of Working Hours and

Academic Engagement. It helps establish the impact of the working hours of a

working student with their academic engagement.

Review of Related Literature

This part of the chapter contains all of the literature reviews that were

considered important to the discussion of the entire thesis.

Students Working while studying

A step-by-step process of the work turns to make a replacement and fresh

insights which will transcend to an overall report about negative effects In having

employment while studying. one among the best issue uncovered by Baert, Neyt,

Omey and Verhaest are the students’ employment that seems to possess more

disadvantages on the alternatives of scholars of studying in their behaviours

(study engagement, and therefore the decision to continue studying) than on

 4

school performance tasks (in particular, graduation). Important facts regarding

the theories that are being advanced, as well as the methodological approach

and empirical results that are being employed in accordance with the

multidisciplinary literature on the relationship between student employment and

academic achievements, have previously been provided. Baert, Neyt, Omey &

Verhaest, (2017)

According to Amour (2019) , the majority of college students work while

they are enrolled, although the volume and nature of their job varies greatly. And

those variations aren't the result of chance. According to the Georgetown

research, 70% of full-time college students are employed. Despite the fact that

more students are employed, fewer do so full-time—from 40% in the late 1980s

to 26% in 2012. However, working students with low incomes are more likely to

work full-time than those with high incomes (26 percent versus 22 percent). Most

students, regardless of their family's finances, work between 15 and 35 hours

each week. While working can be advantageous for students, prior research has

demonstrated that there is a threshold beyond which it begins to cause more

harm than good. The average grade for students who work 15 hours or more a

week is more likely to be a C or worse, whereas the average grade for students

who work fewer than 15 hours is more likely to be a B or better. In comparison to

associate degree and certificate programs, students who work less are also more

likely to enroll in bachelor's degree programs. The income of the student also

affects the working experiences. Their work is more likely to relate to long-term

career and academic aspirations for high-income students.

 5

Nasir (2019) states that working part-time while studying has become a

requirement for many students, whether to cover daily expenditures, pay for

tuition or other academic fees, or simply to supplement their allowances, due to

the rising costs of higher education. In today's society, this issue is becoming

increasingly visible. It is not only obvious, but it has also become a problem for

many students.

Academic Engagement

According to Zhang, Shao & Johnston (2019), to determine the impacts of

working, a decision tree analysis is used in this study. The findings demonstrate

that, regardless of employment situation, student age is the primary predictor of

higher grades. The impact of students' perceptions of their own work on their

academic success is therefore crucial. A pessimistic student who thinks working

on studying has a negative effect needs a balanced load of work and classwork.

However, a student's academic standing matters to them. Positive working

attitudes among senior students are more likely to be supported by strong

academic engagement. While working a job related to their major can be

beneficial for students in other academic standings. Alternatively, a light to

medium workload is still suggested. To determine when working intensity can

matter, which set of students may be more vulnerable to a negative impact of

working, and what working aspects may have an impact on academic

achievement, the analysis approach can be simply used to any academic

counseling.
 6

Working a part-time job has been identified as one of the variables

affecting students' academic success. This study looks at English Department

students who work off campus on a part-time basis while attending Ar-Raniry

State Islamic University (UIN), Banda Aceh, Indonesia. Investigated are the

effects of employment on pupils' academic performance. The effect of part-time

employment on students' academic performance is examined using a qualitative

methodology. The samples for this study were purposefully chosen to be thirty

(30) students. However, in certain instances, it takes them longer to complete

their education than it does for students without part-time jobs as stated by Muluk

(2019),

A combination of study and work is typical for many students today.

Students choose to work for a variety of reasons, from the need to fit into the

labor market to the desire to fill their free time. This article examines how

different study-work combinations affect students' academic performance in the

final year of higher education in Tatarstan. This article examines the first results

of a longitudinal study initiated in 2009 by the Institute of Education, NRU HSE

(National Research University, Higher Economics Department). Five types of

study-work combinations are identified based on two factors: work schedule and

type of work and correspondence with future occupation. The different mixes

reflect different academic performance, different plans for the future, and slightly

different reasons for entering college. Regression analysis of the data showed

that he had only one form of study and work combination, part-time full-time

employment, that had a negative impact on academic performance. No other

 7

student employment strategy showed a statistically significant effect on school

performance. Other things being equal, working students do better than their

non-working peers, and sometimes even better than those who don't work at all.

In this case, work becomes an additional source of knowledge and skills, as well

as a motivation for learning Yanbarisova (2015).

Working Hours

According to a recent study by Kazan (2022), 84% of our CHA Learning

students work full-time while enrolled in their programs. We also know that 60%

of our students chose our programs due of their design flexibility. All of our

programs and courses are provided fully online, allowing students to balance

their career and personal lives while pursuing their certifications. Because the

majority of our programs are meant to be self-paced, students may complete

their studies at their own time. However, this adaptability and design introduces

new issues to the online world. Unlike in a typical brick and mortar classroom,

our staff does not stand in front of students every day, guiding instruction.

Instead, learners are given a deadline to complete their certification for the

majority of our programs and courses; how and when they will achieved the

requirements is entirely up to them. While our professors and staff at CHA

Learning are always accessible to offer advice and instructions, the students are

ultimately accountable for their own success.

According to Perna & Odle (2020), students who work fifteen to twenty

hours per week, particularly on campus, likely to perform better than those who

do not work or who work more than twenty hours per week, according to
 8

descriptive and correlational examinations of national data sets. However, a lot of

students are exerting themselves beyond what is advised. 63 percent of

undergraduate students who worked and were enrolled full-time in 2017 and 88

percent of those who worked and were enrolled part-time put in more than twenty

hours a week, according to the US Department of Education. According to our

study of data from the National Postsecondary Student Aid Study (NPSAS), the

average number of hours worked per week for all working students in 2016 was

28.3, with full-time students working an average of 24.8 hours per week and part-

time students working an average of 33.1 hours.

A student should work around 15-20 hours each week while in college.

This will assist students with meeting expenses such as accommodation, tuition,

food, clothes, and transportation, among other things. They could even make

some additional money for pleasure. This overall average of hours is an excellent

tool for developing a broad concept of how to combine job and study. However,

there are varied applications for how many hours to work depending on whether

you are a part-time or full-time student. There are also advantages and

disadvantages to working while attending school. Anderson. (2021)

Work and School Environment

The ideality of the learning environment determines student educational

achievement Shamaki (2015). The utilization of educational materials, a small

class size, and a classroom with sufficient furnishings all improve performance

Adamu (2015). According to Duruji, Azuh & Oviasogie (2014), students'

academic performance is strongly influenced by the condition of the learning

 9

environment, the quality of the infrastructure, and how well they are being

maintained. By promoting effective teaching and learning, schools with a good

learning environment help to stimulate the desired learning outcomes that

support strong academic achievement. Environmental elements (appropriate

color, lighting of the learning environment, and open space in schools) might

affect children' learning and academic success Gilavand, A. (2016).

In order to ascertain the impact of term-time employment on university

students' academic engagement, specifically the impact of hours worked on

student grades, Richardson, Kemp, Malinen & Haultain (2013) conducted a

survey of 1,837 students at the University of Canterbury in New Zealand.

According to Richardson et al., students work to meet their financial demands.

They also discovered that while grades between employed and unemployed

students were the same, the number of hours worked directly affected the grades

of employed students. The GPA of the students who put in more hours was lower

than that of the students who put in fewer hours.

Malik, & Rizvi (2018), states that regression analysis was used to examine

the cause-and-effect link between students' views of the learning environment in

the classroom and academic accomplishment. The results showed that three

subscales—"Involvement," "Personal Relevance," and "Emphasis on

Understanding"—had a positive significant impact on the students' overall

academic achievement. By contrast, the three subscales "Investigation," "Equity,"

and "Student Cohesiveness" had a negative correlation with the students'

academic achievement. The classroom learning environment explains 15% of the

 10

variance in students' academic accomplishment, according to the value of R2

(variance), and the variance explained for each subscale with a substantial

impact on students' academic achievement ranges from 9% to 22%.

Conceptual Framework

The schematic illustration demonstrates the relationship between the

independent variable of working hours and the dependent variable of academic

engagement.

Independent Variable Dependent Variable

Working Hours of Academic

Engagement of
Working Students
Working Students

Figure 1. Conceptual Framework

Statement of the Problem

This study aims to determine the correlation between the working hours

and academic engagement of working students in General Santos City.

Specifically, it sought answers to the following questions;

1.) In terms of their job schedule, how many hours do working students spend

each week?
 11

2. What are the effects of the working hours to the academic engagement of the

students in terms of:

2.1. Attendance

2.2. Participation

2.3. Output Submission

3. Is there a significant relationship between the working hours and the academic

engagement of the working students?

Hypothesis

H0: There is no significant relationship between working hours and

academic engagement of the working students of Notre Dame of Dadiangas

University.

Ha: There is a significant relationship between working hours and

academic engagement of the working students of Notre Dame of Dadiangas

University.

Scope and Delimitation

The study covers the topic of working students in Notre Dame of

Dadiangas University and the relationship between working hours and academic

engagement. As to gather more participants, we are setting our participants to

both senior high students and college students as well. The data gathered from

the working students will be conducted through the use of online and physical

survey depending on the circumstance.

 12

Apart from that, only students from Notre Dame of Dadiangas University

would be selected as to conclude with a more specific and accurate data as

opposed to other students from other schools which would be difficult to be

accessed. The survey method will be used by the researchers to collect data

from a sample of respondents who will then be surveyed using a range of survey

methods, such as paper questionnaires and online surveys conducted through

Google forms.

Significance of the Study

The main purpose of this study is to determine the relationship between

working hours and academic engagement of the working students as they need

to balance both academics and occupation. This study may raise public

awareness of and shed light on the problems of our fellow students.

To the Institution. The institution will benefit from this research as it

works to increase awareness of the challenges working students encounter in

balancing their working hours and academic engagement. The research may

lead to and build sensible thinking about the subject. Institutions such as

universities and the like should give appropriate and reasonable works and

deadlines for students in general to remain balance with life and academics.

To the Faculty. This will make teachers and staff more aware of the

challenges that working students face on a regular basis. Hopefully, it will lead to

learning that is more competent and flexible.

 13

To the Parents. This will help them comprehend the challenges their child

can have when balancing employment and academics. Their assistance, no

matter how small, would undoubtedly benefit their child, whether it was in the

form of emotional, financial, or both support.

To the Students. This will help them realize and recognize what they're

going through while also giving them appropriate appreciation. They can adjust

their academics properly and shouldn't put too much pressure on themselves.

To Future Investigators. This will be helpful to upcoming researchers

because it may be used as a reference for more in-depth research and obtaining

information for similar projects.

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CHAPTER II

METHODOLOGY

This chapter presents the methods or procedures that the researchers will

use to carry out the study. This includes the research design, selection of

respondents, research instruments, data gathering procedure, data analysis, and

ethical considerations for the study. These methods are relevant to the study as

they will serve as our guide throughout this chapter. The methods used will be

critical in gathering data for our research.

Research Design

This research uses the correlational research design as it is fitting with

establishing a relationship between variables, namely working hours and

academic engagement in our study. A correlational research design investigates

relationships between variables without the researcher controlling or

manipulating any of them.It reflects the strength and/or direction of the

relationship between two (or more) variables. The direction of a correlation can

be either positive or negative Bhandari, (2021). Researchers use correlations to

see if a relationship between two or more variables exists, but the variables

themselves are not under the control of the researchers. While correlational

research can demonstrate a relationship between variables, it cannot prove that

changing one variable will change another. In other words, correlational studies

cannot prove cause-and-effect relationships Cherry, (2022).

 15

Selection of Respondents

The respondents in our study will be the working students of Notre Dame

of Dadiangas University, with an estimate of 25–30 Senior High and College

students. Convenience sampling will be used as the sampling technique because

it is the simplest for researchers to recruit individuals. It enables anyone who

meets the requirements to be a working student at Notre Dame of Dadiangas

University, to take part in the study by responding to paper surveys and online

questionnaires found through Google forms.

Research Instruments

For the assessment of needs in the study, the researchers will use a set of

self-made survey questions in determining the relationship of working hours and

academic engagement of Senior High School and College Working Students of

Notre Dame of Dadiangas University. The experiences of the respondents in

their Senior High and College will be the main basis on the questions will revolve.

The questions are designed to extract, compare, and indicate any form of

commotion regarding the relationship between working hours and academic

engagement of Senior High School and College Working Students of Notre

Dame of Dadiangas University. Data will be collected using survey methods such

as paper questionnaires and online surveys conducted through Google forms.

The research instruments that are used will be gathered by the researchers.

The online survey questionnaire will request demographic information

from respondents but will not require them to reveal their names. This survey
 16

questionnaire should determine the relationship between working hours and

academic engagement of Notre Dame of Dadiangas University Senior High

School and College working students. The Likert rating scale will be used in this

questionnaire.

Table 1. Scale Description of the level of hours spent by the working

students in terms of schedule.

Scale Mean Range Interpretation Verbal Description

5 4.50-5.00
4 3.50-4.49
3 2.50-3.49
2 1.50-2.49
1 1.00-1.49
Always The student works for more
than 8 hours on a given day
Often The student works for more
than 6-8 hours on a given day
Sometimes The student works for more
than 3-5 hours on a given day
Rarely The student works for more
than 1-2 hours on a given day
Never The student works for less
than an hour on a given day

Table 2. Scale Description of the Presence of working students in their

class

Scale Mean Range Interpretation Verbal Description

5 4.50-5.00 Always The student is always present
within a week
4 3.50-4.49 Often The student has 1-2 absences
within a week
3 2.50-3.49 Sometimes The student has 3-4 absences
within a week
2 1.50-2.49 Rarely The student has 5-6 absences
 17

within a week
1 1.00-1.49 Never The student has more than 6
absences within a week

Table 3. Scale Description of the Participation of working students in their

class

Scale Mean Range Interpretation Verbal Description

5 4.50-5.00 Always The working student is able to
always participate within the
class
4 3.50-4.49 Often The working student often
participates in the class
3 2.50-3.49 Sometimes The working student
sometimes participates in the
class
2 1.50-2.49 Rarely The working student rarely
participates in the class
1 1.00-1.49 Never The working student never
participates in the class

Table 4. Scale Description of the Output Submission of working students in

their class

Scale Mean Range Interpretation Verbal Description

5 4.50-5.00 Always The working student always
submits on time
4 3.50-4.49 Often The working student often
submits on time
3 2.50-3.49 Sometimes The working student
sometimes submits on time
2 1.50-2.49 Rarely The working student rarely
submits on time
 18

1 1.00-1.49 Never The working student never

submits on time

Table 5. Strength Value of Correlation Coefficient

Size of Correlation Strength of Correlation Verbal Interpretation

Coefficient
0.91 to 1.00 Very Strong There is a very close
connection.
0.71 to 0.90 Strong There is a close
connection.
0.51 to 0.70 Moderate There is a connection
0.31 to 0.50 Weak A small connection is
associated.
0.01 to 0.30 Very weak positive A very small connection
is associated.
0.00 No correlation No linear relationship
within two variables.

The correlation coefficient interpretation table will be employed.

Data Gathering Procedure

The researchers shall send letters confirming the study's approval, validity,

and legitimacy. For permission to conduct the study, a letter will be sent to the

Assistant Principal and the Registrar. Letters would also be given to the

Validators for the validation and authenticity of the various documents required to

conduct the study.

The researchers will prepare survey questionnaires which would be

validated by experts and collect the data needed to determine the relationship
 19

between working hours and academic engagement of Notre Dame of Dadiangas

University Senior High School and College working students. The Convenience

sampling technique shall be used to collect the respondents. All respondents

shall be sent letters requesting their permission to participate in the study. The

respondents shall then be gathered and given simple instructions for answering

the questions.

Each respondent shall be asked using the survey questionnaires provided

by the researchers. The questions will center on the relationship between

working hours and academic engagement of Notre Dame of Dadiangas

University Senior High School and College working students.

Data Analysis

For the purpose of analysing the data and determining the correlation

between the specified variables, Pearson Product Moment Correlation

Coefficient will be used. When attempting to determine whether two quantitative

variables have a linear relationship with one another, one uses Pearson's

correlation. To establish a linear relationship between those variables is the

research hypothesis's sole expectation. We can determine the connection

between working hours and pupils' academic achievement using this information.

Ethical Considerations

Chetty (2016) Ethical considerations are an important part of research.

The primary goal of research, truth, and error prevention is the dissemination of

original knowledge and matching it. Furthermore, ethics enables researchers to

 20

deal with cooperative formulation of their study with the assistance of their

teacher, peers, and others who have experience in the study.

This ethical consideration necessitates accountability, trust, mutual

respect, and fairness among all study participants. The goal of this value is to

safeguard the intellectual property rights of all contributors. Another ethical

consideration is accountability to the general public by protecting the

respondents used in the study.

Priority would be given to the participants' consent for their involvement.

The responses provided by research participants will be treated with the strictest

secrecy. Nobody would be required to participate if they didn't want to. Their

privacy would be protected, and their dignity would be treated with decency. All

of the participants' responses have been provided solely for educational

purposes.
 21

CHAPTER III

RESULTS

This chapter covers the presentation of data gathered from the

questionnaires. It covers the analysis, and interpretations of data from the

responses of the respondents. Those data were analyzed, discussed and

interpreted according to the responses and researcher’s basis of interpretations

to give emphasis to the final result of the study.

The working hours and academic engagement of working students

specifically Senior high and College students in Notre Dame of Dadiangas

University were evaluated and was addressed accordingly. Tables were given

appropriate explanation after analyzing and interpreting them.

The study also determined the significant relationship between the

working hours and academic engagement of working students in Notre Dame of

Dadiangas University specifically Senior high and College students. In order to

provide a clearer understanding of the findings of this study, the analysis of the

responses is presented using the frequency, percentage, mean, and data

Table 1. Number of Hours Spend by Working Students Each Week

Number of Hours Frequency Percentage

1 – 2 hours 0
3 – 5 hours 25 83.3%
6 – 8 hours 4 13.3%
More than 8 hours 1 3.3%
Total 30 100%

Table 1 shows the frequency and percentage distribution of the number of

hours spend by working students each week in their job. It was noted that most
 22

of the working students’ job schedule ranges from 3 to 5 hours each week with

frequency of 25, accumulates to 83.3% of the total population. In addition, there

is one working student job schedule is more than 8 hours. However, there were

no working students’ job schedule ranges from 1 to 2 hours each week. This

implies that mostly of the working students’ job schedule is more than 3 hours

each week.

Table 2.1 Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Presence

Statement Mean Description

1. I fail to attend all of my classes. 4.80 Always

2. I have records of absences and Often
tardiness. 4.20
3. I make sure to attend my classes no Always
matter what. 4.97
4. I fail to attend my classes on time and I Never
am tardy. 1.27
5. I still attend my classes but i have Rarely
records of tardiness 2.10
Weighted mean 3.47 Sometimes
Legend: 1.00 – 1.49 Never, 1.50 – 2.49 Rarely, 2.50 – 3.49 Sometimes,
3.50 – 4.49 Often, 4.50 – 5.00 Always

Table 2.1 shows the effects of the working hours to the academic

engagement of the working students in terms of presence. It was clear that

statement 3 “I make sure to attend my classes no matter what” got the highest

mean of 4.97 described as Always. This was followed by statement 1 “I fail to

attend all of my classes” got the second highest mean of 4.80, described as
 23

Always. On the other hand, statement 4 “I fail to attend my classes on time and I

am tardy” got the lowest mean of 1.27, described as Never.

Table 2.2 Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Participation

Statement Mean Description

1. I participate in class to cope up with my Often

grades. 4.43

2. I fail participate in class due to stress Rarely

from work. 1.77
3. I struggle to participate and cope up with Rarely
the class. 2.17
4. I struggle to participate in class because Rarely
of my work related stress. 2.03
5. I am active in class and participate in Often
discussions out of my own volition. 3.93
Weighted mean 2.87 Sometimes
Legend: 1.00 – 1.49 Never, 1.50 – 2.49 Rarely, 2.50 – 3.49 Sometimes,
3.50 – 4.49 Often, 4.50 – 5.00 Always

Table 2.2 shows the effects of the working hours to the academic

engagement of the working students in terms of participation. It was clear that

statement 1 “I participate in class to cope up with my grades.” got the highest

mean of 4.43 described as Often. This was followed by statement 5 “I am active

in class and participate in discussions out of my own volition” got the second

highest mean of 3.93, described as Often. On the other hand, statement 2 “I fail

participate in class due to stress from work” got the lowest mean of 1.77,

described as Rarely.
 24

Table 2.3 Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Output Submission

Statement Mean Description

1. I fail to submit my outputs. Rarely

1.50
2. I submit my outputs late due to work. 1.53 Rarely
3. I submit on time and make sure it is of Always
quality. 4.50
4. I submit on time and just pass whatever Sometimes
I can finish. 3.20
5. I struggle to create and submit my Often
outputs but I still put effort in them. 3.53
Weighted mean 2.85 Sometimes
Legend: 1.00 – 1.49 Never, 1.50 – 2.49 Rarely, 2.50 – 3.49 Sometimes,
3.50 – 4.49 Often, 4.50 – 5.00 Always

Table 2.3 shows the effects of the working hours to the academic

engagement of the working students in terms of output submission. It was clear

that statement 3 “I submit on time and make sure it is of quality” got the highest

mean of 4.50 described as Always. This was followed by statement 5 “I struggle

to create and submit my outputs but I still put effort in them” got the second

highest mean of 3.53, described as Often. On the other hand, statement 1 “I fail

to submit my outputs” got the lowest mean of 1.50, described as Rarely.

Table 2. Summary of the Results

Indicators Weighted mean Description

1. Presence 3.47 Sometimes
 25

2. Participation 2.87 Sometimes

3. Output Submission 2.85 Sometimes
Grand Total 3.06 Sometimes
Legend: 1.00 – 1.49 Never, 1.50 – 2.49 Rarely, 2.50 – 3.49 Sometimes,
3.50 – 4.49 Often, 4.50 – 5.00 Always

Table 2 shows the summary of the results on the relationship of the

working hours to the academic engagement of the working students. It was clear

that indicator 1 “Presence” got the highest weighted mean of 3.47 described as

Sometimes. This was followed by indicator 2 “Participation” got the second

highest weighted mean of 2.87, described as Sometimes. On the other hand,

indicator 3 “Output submission” got the lowest mean of 2.85, described as

Sometimes.

Overall, the grand total is 3.06, described as Sometimes.

Table 3. Correlation of Working Hours and Academic Engagement of

Working students

Variables Pearson r p-value Interpretation

Working hours and academic .32 0.0847 Not
engagement significant/Weak
correlation
*at 0.05 level of significance

This part reveals the results on the test of a significant relationship

between the working hours and the academic engagement of the working

students. Table 3 shows the details of the results, which used Pearson r in

testing the relationship between the variables. It reveals that there is no

significant relationship between the working hours and the academic

 26

engagement of the working students as supported by a computed p-value

greater than 0.05 level of significance therefore, accepting the null hypothesis.

The coefficient of correlation, r=0.32, between the working hours and the

academic engagement of the working students indicates a weak correlation (A

small connection is associated).

 27

CHAPTER IV

RESULTS AND DISCUSSION

This chapter includes a summary of the study, conclusions drawn from the

research, and suggestions for further study that the researchers would want to

address.

Justification of Results

The results indicate that there is little correlation between working hours

and academic engagement, as working students continue to participate in class

and pursue their studies despite their busy schedules for work and school. The

given respondents have demonstrated that regardless of how many or how few

hours they work, they continue to attend their classes and are able to turn in their

work on schedule, demonstrating that based on their experience, it has improved

their time management skills. The given results also imply that working students

attend class more frequently in order to make up for the lost time they spent

studying while working. However, this does not interfere with their ability to

continue participating and showing up for class on a regular basis. Overall, based

on the results, it can be concluded that working hours and academic engagement

have a weak relationship because they hardly have an impact on one another,

according to the responses given by working students who have personally

experienced this.
 28

Implication of Findings

In the academic year 2021–2022, the study was carried out among

working senior high school students as well as working college students at Notre

Dame of Dadiangas University. The majority of the respondents shown resiliency

in their job and academic engagement by continuing to actively engage in their

classes in spite of their increased workload. The respondents also rarely

neglected their academics, demonstrating that they prioritize their education. This

explains their eagerness to participate and support themselves through their own

work in order to further their education and career.

Results of the survey indicate that even while working students may have

schedules that interfere with their studies and jobs, they nevertheless give their

academics their full attention.

Conclusions

With the findings on this study, the researchers have concluded the

following:

1.) There is a weak relationship between working and academic

engagement as this can be seen that working does not interfere with how

much they actively participate in their respective classes.

2.) Despite the conflicting schedules, most working students still do attend

their classes and engage with their academics.

 29

3.) Working students mostly participate with their classes in order to cope

up with their grades as seen in the data above.

Recommendations

The researchers highly recommend working students to continue actively

participating in their academics in light of the data and analytics presented

because they have built a solid reputation as responsible individuals. Their

knowledge and experience will ultimately improve and help their life.

1.) Based on the analysis of the data, it is possible to infer that there is a

weak relationship between working hours and academic engagement

among students who are also employed, as these students engage in their

studies to manage their grades despite their busy schedules.

2.) Working students gain experience and knowledge which they can use

further in the future, this recommendation promotes the significance of

knowledge and experience they have gained as a working student.

3.) They must balance their working hours and engagement in academics,

not letting the latter overload the other.

For Future Researchers:

4.) The researchers recommend using Pearson R analysis as it helps

establish a relationship within a correlational research such as ours.

5.) The researchers also recommend to use convenience sampling as to

easily gather participants that are of easy access to you so that there
 30

won’t be any problems faced when finding working students as you can

easily ask them if they are.

 31

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 32

APPENDIX A

Letter to the Assistant Principal

 33

APPENDIX B

Letter to the Advisers

 34

APPENDIX C

Letter to the Respondents

 35

APPENDIX D

Letter to the Grammarian

 36

APPENDIX E

Letter to the Statistician

 37

APPENDIX F

Letter to the Validator

 38

APPENDIX G

Certificate of Editing
 39

APPENDIX H

Certificate of Validation
 40

APPENDIX I

Validation Tool
 41

APPENDIX J

Survey Questionnaire

THESIS TITLE: THE RELATIONSHIP BETWEEN WORKING HOURS AND

ACADEMIC ENGAGEMENT OF WORKING STUDENTS IN NOTRE DAME OF

DADIANGAS UNIVERSITY

Name (OPTIONAL): ___________________GRADE & SECTION: __________

GENERAL DIRECTIONS: Please complete the following questions with

HONESTY and ACCURACY as possible and to answer factual questions to

the best of your knowledge. Answers will be kept STRICTLY

CONFIDENTIAL and will only be used for academic purposes.

A. Please check your answer respectively:

1. How many hours is your working schedule?

1-2 hours 6- 8 hours

3-5 hours More than 8 hours
B. Please read each of the statements carefully and put a check on the

table below on how often each statement describes you.

Please use the following scale:

5 Always
 42

4 Often

3 Sometimes

2 Rarely

1 Never

1. Presence

The following items indicate the Presence of Notre Dame of Dadiangas

University working students in their class.

5 4 3 2 1

1. I fail to attend all of my classes.

2. I have records of absences and tardiness.

3. I make sure to attend my classes no matter

what.

4. I fail to attend my classes on time and I am

tardy.

5. I still attend my classes but i have records of

tardiness.

2. Participation

The following items indicate the Participation of Notre Dame of Dadiangas

University working students in their class.

 43

5 4 3 2 1

1. I participate in class to cope up with my grades.

2. I fail participate in class due to stress from work.

3. I struggle to participate and cope up with the

class.

4. I struggle to participate in class because of my

work-related stress.

5. I am active in class and participate in

discussions out of my own volition.

3. Output Submission

The following items indicate the Output Submission of Notre Dame of

Dadiangas University working students in their class.

5 4 3 2 1

1. I fail to submit my outputs.

2. I submit my outputs late due to work.

3. I submit on time and make sure it is of quality.

4. I submit on time and just pass whatever I can

finish.

5. I struggle to create and submit my outputs but I

still put effort in them.

 44

APPENDIX K

Raw Data

Factor 1: Number of Hours Spend by Working Students Each Week

The following shows the number of working hours spent by working students in

each day.

Number of Hours Frequency Percentage

1 – 2 hours 0
3 – 5 hours 25
6 – 8 hours 4
More than 8 hours 1
Total 30

Factor 2: Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Presence

The following items show the relation between working hours and working

students' academic engagement in terms of Presence.

Statement Mean Description

1. I fail to attend all of my classes. 4.80

2. I have records of absences and
tardiness. 4.20
3. I make sure to attend my classes no
matter what. 4.97
4. I fail to attend my classes on time and I
am tardy. 1.27
5. I still attend my classes but i have
records of tardiness 2.10
 45

Factor 3: Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Participation

The following items show the relation between working hours and working

students' academic engagement in terms of Participation.

Statement Mean Description

1. I participate in class to cope up with my 4.43

grades.
2. I fail participate in class due to stress
from work. 1.77
3. I struggle to participate and cope up with
the class. 2.17
4. I struggle to participate in class because
of my work related stress. 2.03
5. I am active in class and participate in
discussions out of my own volition. 3.93

Factor 4: Relationship of the Working Hours to the Academic Engagement

of Working students in terms of Output Submission

The following items show the relation between working hours and working

students' academic engagement in terms of Output Submission.

Statement Mean Description

1. I fail to submit my outputs. 1.50

2. I submit my outputs late due to work. 1.53
3. I submit on time and make sure it is of
quality. 4.50
4. I submit on time and just pass whatever
I can finish. 3.20
5. I struggle to create and submit my
outputs but I still put effort in them. 3.53
 46

JHON CRISNE F. ABAÑEZ

Insert Picture
Prk.SVF. Brgy, Labangal General Santos City

abañezjhoncrsine@nddu.edu.ph

Personal Information

Date of Birth: August 14, 2005

Place of Birth: General Santos City

Nationality: Filipino

Civil Status: Single

Sex: Male

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High General Santos City National Highschool 2016 - 2020

School

Elementary Jose P Laurel Elementary School 2011 - 2016

 47

RYAAN A. ADTUD

Phase 2, Gensanville Subdivision, Brgy. Bula,

General Santos City Insert Picture

adtudryaan@nddu.edu.ph

Personal Information

Date of Birth: June 06, 2005

Place of Birth: Maitum, Sarangani Province

Nationality: Filipino

Civil Status: Single

Sex: Male

Religion: Islam

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High Notre Dame of Parang,Inc. 2017-2021

School

Elementary Notre Dame of Parang,Inc. 2011 - 2017

 48

WHAZII A. CANSINO

Asai Village,Blk. 3 Lot 7 Brgy. Bula,

Insert Picture
General Santos City

cansinowhazii@nddu.edu.ph

Personal Information

Date of Birth: March 26, 2004

Place of Birth: Rolling Hills, Davao

Nationality: Filipino

Civil Status: Single

Sex: Male

Religion: Islam

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High The New Filipino Private School 2017-2021

School

Elementary The New Filipino Private School 2013-2017

NDDU – IBED LAGAO 2011–2012

 49

KARL RAVEN T. GUARIN

Blk. 4 Lot. 25 Purok Lotus, Brgy. San Isidro,

Insert Picture
General Santos City,

guarinkarlraven@nddu.edu.ph

Personal Information

Date of Birth: February 09, 2005

Place of Birth: General Santos City

Nationality: Filipino

Civil Status: Single

Sex: Male

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High Lagao National Highschool 2017-2021

School

Elementary University of Mindanao 2011-2017

 50

ADRIAN LESTER S. LAO

035 Naranjita St., Brgy. East, General Santos City

Insert Picture
laoadrianlester@nddu.edu.ph

Personal Information

Date of Birth: November 30, 2004

Place of Birth: Davao City

Nationality: Filipino

Civil Status: Single

Sex: Male

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High Our Lady of Fatima Academy Inc. 2018-2021

School Holy Child College of Davao 2017-2018

Elementary The Quantum of Academy 2011-2017

 51

MARLENE JANE M. MARTIREZ

Prk. 1 Buayan, General Santos City,

Insert Picture
martirezmarlenejane@nddu.edu.ph

Personal Information

Date of Birth: December 10, 2004

Place of Birth: V-luna, Quezon City

Nationality: Filipino

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High NDDU-IBED Lagao 2018-2021

School General Santos City Sped Integrated School 2017-2018

Elementary Seventh Day Adventist Elementary School 2011-2017

 52

FRANZ ASHLEY M. MATUNDO

052, Morales Ext. Brgy. City Height

Insert Picture
General Santos City

matundofranzashley@nddu.edu.ph

Personal Information

Date of Birth: February 25, 2004

Place of Birth: General Santos City

Nationality: Filipino

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High NDDU-IBED Lagao 2017-2021

School

Elementary Dadiangas West Central Elementary School 2011-2017

 53

BEA NICOLE N. SISON

11 Cabe Street Brgy. Lagao, General Santos City

Insert Picture
sisonbeanicole@nddu.edu.ph

Personal Information

Date of Birth: May 01, 2004

Place of Birth: General Santos City

Nationality: Filipino

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High Stratford International School 2017-2021

School

Elementary Stratford International School 2011-2017

 54

MARIDEL D. VIOS

Changco Bawing Phase 2-B, General Santos City

Insert Picture
viosmaridel@nddu.edu.ph

Personal Information

Date of Birth: December 27, 2003

Place of Birth: Manila

Nationality: Filipino

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High Bawing National High School 2017-2021

School

Elementary Changco Elementary School 2012-2017

Canunan Elementary School 2011-2012

 55

JUDEA HARMONY L. WAMILDA

P. Diaz Subdivision, Brgy. Lagao

Insert Picture
General Santos City

wamildajudeaharmony@nddu.edu.ph

Personal Information

Date of Birth: July 17, 2005

Place of Birth: General Santos City

Nationality: Filipino

Civil Status: Single

Sex: Female

Religion: Roman Catholic

Educational Background

Senior High Notre Dame of Dadiangas University 2021-2023

School

Junior High NDDU-IBED LAGAO 2019-2021

School Holy Trinity College of General Santos City 2018-2019

NDDU-IBED LAGAO 2017-2018

Elementary Dadiangas West Central Elementary School 2011-2017