Format Chapter 1

University of Perpetual Help System Laguna - JONELTA
Basic Education Department – Senior High School
Chapter 1
THE PROBLEM AND ITS SETTING
Introduction
The world is changing inevitably and the concept of the modern society expects
everyone to be an achiever. During the early days, students had been focusing only on studies,
and part-time jobs were not heard of. Today, students have been engaged in part-time jobs. It is a
good idea for teenagers to take up part time jobs while they are students for them to learn about
responsibility and punctuality (Malek, 2015). Being a working student, the student must attempt
to balance work, school, and life. This balancing act seems to go hand-in-hand with the level of
stress (Fogaratnam& Buchanan, 2004).
Students who work will appreciate the value of money. They work hard and realize how
difficult it is to make money. They also understand that “Money does not grow on trees”. Before
buying expensive clothes or shoes, they remember their parents’ hard work and think more
carefully whether they should buy them or not.But most of the benefit to the students working is
that, some useful experiences which they cannot learn at school. Although students have
responsibility to concentrate on their academic studies and life outside work, part-time jobs are
also important for their future work.
The researchers have decided to conduct a study that deals with the lived experiences of a
working senior high school students in Accountancy, Business, and Management (ABM) strand.
It aims to determine all of the experiences that a working student have encountered. Students try
their best to balance their part time jobs, assignments, deadlines, exams, and stress about the
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future, social life, and how to move forward. Trying to manage all these things at once can leave
you feeling devastated. Through these pressures and tensions, living a more stress-free life can
be possible (Steinhoff, 2013).
At the end of the study, the researchers would like to combine the researches that have
been made and give all the live experiences of the working students. This study may serve as a
guide to all the senior high school working students to keep their positivity through academic
performances, work, and life.
Theoretical Framework
This study will be anchored on Rational Choice Theory. It is based on William Stanley
Jevons’ idea who assumed that people make consumption choices to maximize their happiness or
satisfaction. This theory is based on the idea that humans base their decisions on rational
calculations, aim to increase their satisfaction or profit, and act with rationality when choosing. It
also states that all of the complex social phenomena are driven by individual human actions
(Simon, 2000).
The key to understand the rational choice theory lies in optimization. Optimization occurs when
actors make decision and take actions after assessing all of the costs and benefits of each
alternative with the objective or maximizing utility (or minimizing disutility) (Ryan, 2001).
When the choiceof action corresponds with the optimal choice it is deemed to be rational. The
decision making process in underpinned by a number of simple assumptions designed to increase
its explanatory power and ability to predict decision outcomes. First, the decision process occur
as a result of a conscious effort by an individual to solve a problem (Renwick, 2001). This
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implies that larger social outcomes can be tracedto individual actors. Second, the individual
possesses complete information and foresight which always enable a rational choice to be made
(Katona, 1964; Renwick, 2001). Third, the individual is in pursuit of a set of pre-specified goals.
Fourth, a set of alternative courses of action to any decision exists and each of these is mutually
exclusive, separate and easily identified. Fifth, these preferences orderings are transitive in the
sense that an actor will have a preference of one over the other determined by which alternative
is likely to maximize benefits and minimize the costs, or maximize utility. Sixth, the actor does
not have institutional or psychological factors which restrict them, or make it expensive or slow
for them to implement the decision (Coleman, 2002). Finally, each actor is able to make a
decision without influence from other actions (Coleman, 2002)
Operational Framework
The operational framework will be anchored on Rational Choice Theory. According to this
theory, individuals are motivated by their personal wants and goals and are driven by personal
desires. Since it is not possible for individuals to attain all of the various things that they want,
they must make choices related to both their goals and the means for attaining those goals.
Individuals must anticipate the outcomes of alternative courses of action and calculate which
action will be best for them. In the end, rational individuals choose the course of action that is
likely to give them the greatest satisfaction (Blau, Coleman, and Cook, 2002).
Rationality has a narrow and fairly precise meaning linked to processes of choice. Rationality is
defined as a particular and very familiar class of procedures for making choices. In this
procedural meaning of rational, a rational procedure may or may not lead to good outcomes. The
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students must have good rationality in making decisions in their lives, they need to balance
school, work, and life every day. In understanding the lived experiences of the working students,
the researchers will primarily identify the participants underlying assumptionson rationality.
Then, the researchers will describe how the existing social conditions, academic environment, or
organization influenced their rationality in decision making. Finally, the researchers will make a
description and analysis of the findings, an interpretation shaped by their own experiences and
background.
Statement of the Problem(yellow highlighted words means they are meant to be retained
while red ones means those are needed to be hanged according to your research topic and
respondent)
This study aims to provide in-depth description and understanding of the lived experiences
ofworking Senior High School students of University of Perpetual Help System Laguna –
JONELTA.
Specifically, this qualitative inquiry will answer two central questions:
1. What have the participants experienced in being aworking student?
2. How have the participants experienced being aworking student?
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Assumptions of the Study
The researchers will study on the following assumption:
1. The students develop certain skills of being a working student
2. The students manage their time studying while having a part-time job with different
strategies.
Scope and Delimitation(Include who, what type of respondents, how many are the
respondents,what is their age, where are they working or studying and what academic year
if they are students or how many years are they working)
The main focus of this project is to give in-depth description and understanding of the
lived experiences of working students.The participants of this studywill be the(insert the
characteristics, where they work or study, age bracket )working senior high school students in
ABM strand of University of Perpetual Help System – JONELTA which the age ranged to 16-17
years old with the same working hours (8 hours) and been working for at least 3 months.The
study is only limited toworkingSenior High School students in ABM strand. Being a working
student in ABM strand may positively help them in their interrelated courses. This study gave
them idea how to manage their own business in the future. These students are enrolled during A
Y 2016-2017.
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Significance of the Study(Include the group of people who will benefit your research and
how will your research be beneficial to them. Make sure to provide reasons)
The findings of this study will redound to the present working students that they can
learn knowledge on how to manage their life without failing. This is very useful and important to
those students who want to learn about maintaining their grades in school and perform well at
work.
This study can also give benefit to parents. They will be able to guide their child in making
decisions and choosing what is best for their child. This may also give the parents on having an
idea on how they will support their child throughout the challenges their child might encounter.
This study will also benefit the employers for them to understand their part-time employees who
are still at school. This will help the employers how to handle their employees well and to be
percipient towards their employees.
This research will also benefit the local government for them to know the situation of a working
student that is also connected on handling their employees. And to have a background
knowledge on what challenges of the youth they are facing today especially the working
students.
This will also give benefit to the teachers. This will serve on how they will consider or handle
their student who has a part-time work. Teachers will be able to understand and can help the
students on their struggles on handing their time.
The study could be immensely beneficial to school administrators for them to be aware how a
working student balance their time with their work and academic performances. This may be
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also help them to fully understand and to be considerate on handling the students who have part-
time work.
The results can help the future working students to have knowledge that they might
encounter entering the world of being a student while having a part time job.
The study can also give benefit to the future researchers. This will serve as their
reference for the further discovery on the lived experiences of the working students in Senior
High School. It may help them to have positivity and feel motivated towards school and work.
The totality of this undertaking greatly brought intellectual gains, moving insights, and character
empowerment to the researchers. The research process widened her horizons, strengthened her
character, and tested her perseverance.
Definition of Terms(Include terms which can be read or were repeatedly mentioned in your
research especially in chapter 2 related lit)
The following terms to be used in this study are defined conceptually and operationally:
ABM means Accountancy, Business and Management. A strand of the Academic track of Senior
High School.
Bracketing or epoche it refers to the process of data analysis in which the researchers sets aside,
as far as it is humanly possible, all preconceived experiences to best understand the experiences
of participants in the study (Moustakas, 1994).
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Consumption is used by a particular group of people to something (Merriam Webster, 1400)
Existence means the way of living.
Existence of an individual means the way of living of an individual or a single person.
Horizonalizationis the second step in the phenomenological data analysis, in which the
researchers lists every significant statement relevant to the topic and gives it equal value
(Moustakas, 1994).
Individual means a single person/ one person.
Inequality is the quality of being unequal (Merriam Webster, 1500)
Inevitably, unable to avoid or escape (Dictionary, 1500)
Interrelatedmeanshaving a mutual relationship (Merriam Webster, 1827)
Lived experience is a term used in phenomenological studies to emphasize the importance of
individual experiences of people as conscious human beings (Moustakas, 1994).
Overall Essenceis the goal of the phenomenologist, this is the reduction of the textural (what)
and structural (how) meanings of experiences to a brief description that typifies the
experiencesof all of the participants in a study. In other words, this is the combination of textural
and structural descriptions (Moustakas, 1994).
Phenomenonis a fact or situation which is observed to exist or happen. It is the concept being
experienced by subjects or participants in a study which may include psychological concepts
such as grief, anger, or love (Moustakas, 1994).
Pursuit, an instance of chasing or pursuing (Dictionary, 1909)
Redound is the result or to have an effect (Merriam Webster, 1400)
Senior High School Working Studentsit refers to the respondent of this study
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Structural description or imaginative variationis a step in which the researchers writes a
“structural” description of an experience, addressing how the phenomenon was experienced by
participants in the study. It involves seeking all possible meanings, seeking divergent
perspectives, and varying the frames of reference about the phenomenon or using the imaginative
variation (Moustakas, 1994).
Textural descriptionis a description of “what” participants have experienced in terms of the
phenomenon (Moustakas, 1994).
Theme Clustering or Clusters of Meaningsis the third step in phenomenological data analysis,
in which the researchers clusters the statements into themes or meaning units, removing
overlapping and repetitive statements (Moustakas, 1994).
Understandingdenotatively means to perceive the intended meaning, to interpret, or to infer
something from the information received.
Working Studentsare the participants or co-researchers of this study consisting of five students
enrolled in University of Perpetual Help System Laguna.
Chapter 2
REVIEW OF RELATED LITERATURE
This chapter reviews the related literature which supports and give credence to the details
of this research. The researchers anchored this comprehensive study to different viewpoints and
perspectives to present a thorough treatment of the problem. Concepts, findings, theories, and
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notions, from scholarly researches and articles related to the participants’ lived experiences in
being a working student, are presented to provide an extensive background of the study and to
justify the researchers' objective in undertaking it. This also provides a synthesis of related
literature which later on may be confirmed, negated, or improved by the new knowledge that this
study provided.
Life of a Working Student
Students’ were found to shift their focus from work to study during ‘deadline times’ when
coursework assignments were due or examination period was looming. Balance wheel survey
data found that the majority of young students (aged between 18 years and 24 years) current
timeallocations were assigned to a large amount of study time of 11 hours out of a 24 hour cycle.
This is reflective of the assessment period at the time balance wheel surveys were administered.
During this demanding time, students had no choice but to shift the balance to focus on study.
Not surprisingly, the small number of students investigated faced time pressures of lack of time
for self-directed study and activities outside of paid work and university study. This in-turn
increased stress levels among students with assessment deadlines looming. These findings are
receptive of typical imbalance consequences of increased stress, fatigue, depression and in
extreme cases burnout which can lead to emotional exhaustion reported by many authors of the
work-life balance discourse (Pocock & Clarke, 2005; Karatepe &Tinkinkus, 2006; Williamson,
2007). The result of time pressures to fit in study and work meant students reduced sleeping
hours. The lack of sleep was confirmed by the balance wheel data where students in the younger
age group (20 years old and under) desired to increase sleeping times by 47% in their ideal
balance wheel indicating that during crisis periods students reduce sleep to make up for study
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time. Students interviewed reported lack of sleep was mainly due to too much study and led
respondents to feel lethargic and tired. Watts and Pickering (2000) highlighted that lack of sleep
and tiredness can lead to reduce concentration during class time and self-directed study. Another
challenge students’ faced was distinguishing the line between work and study. Students had little
control over working hours, and often found that work could become a priority over study. This
situation often led students to miss lectures in order to finish assignments. High demand jobs
with low control, low support and high pressure have also been document in work-life balance
literature primarily pertaining to those in professional roles (Allan, Loudon, & Peetz, 2005).
Characteristics of a Successful Working Student
It is not easy to juggle the demands of both work and studies, but many successful working
students have been doing it for years. There are some qualities that a working student must
obtain to be a successful employed student. Having a sense of balance will help all the working
students on managing both work and school (Anonymous, 2014). A working student must have a
strong sense of commitment on their obligations in work and studies. A working student must
also have an excellent communication skill. The communication at home, at work, and at school
would not be the same and a great working student will understand how to successfully navigate
the communication channels wherever they are. Having the ability to delegate is also a must on
being a successful working student. Anyone with a lot of time demands should be able to
delegate as necessary. Emergencies happen and any working student should handle problems
that might affect their schedule. Traffic, illness, power outages, and other situation are bound to
arise, and the more flexible you are the easier things will be able to be handled (Anonymous,
2017). It is easier to work if a working student has a clear goal on what he/she should achieve.
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When balancing several commitments, it is essential to be well organized. Being organized helps
a working student to use the time more efficiently on other tasks. Patience is also a must on
being a working student. The life of a busy working student can be stressful one. They may often
feel rushed and frazzled, and having the ability to take a few deep breaths and know that
everything is going to be okay will help a working student to be fine. And lastly having time
management. Time management is essential when people are juggling a busy life. A successful
working student will be able to budget their time appropriately to make sure everything gets
accomplished in a timely manner (Adams, 2013).
Positive and Negative Impacts of having a Part-time Work to Students
Some scholars find positive effects of term-time employment on student academic performance
(Hammes and Haller 1998), especially when the part-time jobs are perceived by the students as
relevant to their course of study (Sorensen and Winn, 2000). Other studies suggest that working
on campus or working a limited number of hours (under 10 or 15 hours) actually may enhance
students' grades and degree completion (Horn and Berkhold, 2002).
Most students indicated that they worked not simply for financial reasons; they liked the
independence their job gave them, they generally enjoyed the work and believed that the
experience of part-time work would help them obtain employment in later life. These benefits
were perceived to be true more often by females, and by middle and lower achieving students,
the latter fact highlighting the importance of a part-time job for students whom may not be as
well served by the school system as those who are higher achievers (Meyer, R. H., 2008).
Those who were employed were more likely to be happy with many aspects of their lives -
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especially the money they got, their social life, and their independence - than those who did not
have a part-time job. There are gender differences in the relative importance of these positive
effects, with part-time employment having a greater influence on the social life and personal
relations of males, and on the sense of independence, including financial independence, of
females (Meyer, 2008).
Students as a whole did not perceive their part-time jobs to have had a significant
negative impact on their school performance. However, there was some evidence that females
were more likely than males to say that their schoolwork was affected in this way (Smith &
Miller, 2010). For the students who could perhaps be considered most at risk in this respect - that
is, those who had been the lowest achievers during their earlier years of secondary school - there
was no strong indication that working part-time was seen by them to be any more of a problem
than it was for other students (Ssenyonga, 2013). However, those working more than 10 hours
per week were relatively more concerned about juggling the competing demands on their time
and were more likely to feel that their schoolwork suffered as a result (McKean, 2000).
Meanwhile, many more studies report negative academic effects of student employment during
term time. Those negative effects are manifested in the form of spending less time on studying
(Oi I and Morrison, 2005) being late for classes (Metcalf, 2003; Curtis, 2007), missing classes
(Curtis and Shani, 2002), having difficulty concentrating in classes (Pickering and Watts, 2002),
feeling tired (Broadbridge, 2002), and lowering grades (Curtis and Shani, 2007).
Employment status did not have an adverse effect on the likelihood of students completing
secondary school or on their academic performance in Grade 12. However, Grade 11 students
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who spent more than 10 hours per week in their jobs were slightly less likely to finish Grade 12
than were non-workers. This is consistent with the conclusions from some studies that intense
involvement in employment is associated with an increased probability of dropping out of school
(Robinson, 2000).
Benefits of Having Part-time Jobs
There are four benefits of being a working student. First, itreduces tuition debt, for some coeds,
student loans are the only way to afford the cost of tuition. But, like any other type of financing,
student loans – whether federal or private – must be repaid. With the annual cost of tuition,
room, and board at public colleges averaging $13,600 according to the National Center for
Education Statistics, it’s no surprise that many students look for ways to save money. In many
cases, a job won’t replace the need for student loans, but it can offset the amount you have to
borrow by covering the cost of room, board, books, or other supplies. And while student loan
repayment isn’t required until after graduation, a job could allow you to make regular interest
payments while in school, significantly reducing how much you owe post-graduation.
Then it increases cash flow, if your parents give you money for living expenses, it is probably
just enough to get by. If you need extra cash for clothes, trips, or other entertainment, you may
find yourself begging or borrowing to fund your fun. Extra expenses are going to pop up, and
your parents may not be able to dip into their wallets at every request. A part-time job can
supplement the cash you receive – plus, earning your own money gives you a measure of
independence. Too often, students apply for student credit cards, then use these cards to bridge
financial gaps. However, with extra money in your pocket from a part-time job, you do not have
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to rely on plastic. You can avoid high-interest debt while still enjoying your college experience.
It provides money management skills. Nobody learns how to manage money overnight.
Postponing your first job until after graduation may give you extra study (or party) time, but
delaying entry into the workforce may not contribute to a strong familiarity with personal finance
(Ang, 2008).Having a job while in school also encourages simple budgeting. Budgeting is the
practice of creating a spending plan for your earnings – tracking how much you bring in versus
how much you pay out, striving to keep your expenses less than your income. When you budget,
you’re deciding how to spend each dollar to avoid overspending, grow your savings, and keep
your personal finances in check.
Then it develops time management skills. After graduation you may find yourself in a fast-paced,
demanding position (Lewis, 2007). When deadlines pile up, it may seem impossible to do
everything on your to-do list in a single, eight-hour workday. Surviving in the workplace
requires good scheduling and time management skills – skills you can develop while working in
college. Holding down a job while in college puts a lot on your plate – you can’t just go with the
flow and hope for the best. Every hour of every day must be scheduled, and if you don’t
organize, prioritize, and take control of your time, you may end up dropping the ball. It’s better
to make these adjustments while in college, rather than struggling with life’s realities after you
graduate.
Lastly, it puts the student ahead of the competition, gaining work experience while in college
puts you ahead of the competition. Even a simple internship, whether paid or unpaid, shows
potential employers that you know your way around an office. This helps to set you apart from
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other new graduates who are also seeking jobs. Of course, employers need to know you did well
in school, too – particularly if you’re seeking a job related to your degree. If you manage to
graduate at the top of your class while holding down a job (or at the very least, graduate with
good grades), potential employers are bound to be impressed (Higuera, 2014).
Benefits of Work-Life Balance
Work-life balance practices have been found to attract and retain valued employees in
highly competitive labour markets (De Cieri et al, 2005). Moreover, they can inform employers
about the well-being of individuals and more generally of a particular organization (Allan,
Loudon & Peets, 2005). Research has found family friendly policies can result in increases in
return to work after child birth, reduced turnover and intention to leave (Forsyth & Polzer-
Debruyne, 2007), higher morale and productivity and less absenteeism in organizations (Allan et
al, 2005; Lambert, 2000; Yasbek, 2004). In addition, people who are contented with their work-
life balance are likely to be productive workers and happier citizens who make a greater public
contribution (Allan et al, 2005; Pocock, 2005a; Pocock, 2005b). Boxall, Macky, & Rasmussen’s
(2003) study of labour turnover and retention in New Zealand showed extrinsic rewards such as
pay, promotion and security played a strong role in employee retention and turnover. Their
findings also suggest work-life balance is increasingly important for the retention of employees.
Over half of the respondents in the study gave the desire to improve work-life balance as a
reason for moving. These findings are consistent with Lambert’s (2000) study on the relationship
between work-life benefits and organisational citizenship in one of the top ten best companies to
work in 23 America, Fel-Pro. Organisation citizenship can be defined as the additional activities
that employees do to help their organisation perform smoothly and productively such as, helping
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co-workers and share insights on improvements. Findings suggest work-life balance initiatives
were positively related to enhance organisational citizenship behaviour and the retention of
employees.
Time Management as a Working Student
Time management is an art and a science. Everybody has to learn how to do it. Some people
have a good skill at it but not everybody. Time is a priceless source. Time is the single resources
that can’t be changed, can’t be taken back once it is used and is used completely at the
appreciation of the owner. No one can control the moving of time but everyone is able to decide
how to use it. Time management is self-management with an explicitly focus on time in deciding
what to do; on how much time to allocate to the activities; on how activities can be done more
efficiently and on when the time is right for particular activities (Adebayo, 2015).
Trying to manage all the demands of working, raising a family and going to school is no easy
task, but it is possible. Working students can truly still have it all. Student time management
skills are the secret weapon to daily survival and success in reachinggoal. Working students have
lots of responsibilities taking up the majority of their time; but does that mean they’ve given up
on their dream of someday having the rewarding career they’ve always imagined? Hopefully not
(Martynes, 2011).There are few things to help the students to manage their time. The first one is
the students must inform their manager about their class schedule. Once the students are enrolled
in all of their classes, they must inform their manager about their class schedule right away. This
way, their managers can organize the students’ work schedule very well without interfering their
classes. They can work properly without compromising their studies. Another thing, they must
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always update their manager as early as possible if they have a make-up class or if they need to
finish some group projects or research so they can adjust your schedule at work. Another one is
to manage their time accordingly. They can avoid being late for class or work if the students
handle their time effectively. Proper time management is one of the things that working students
should not take for granted. Once the semester started, they need to begin waking up earlier than
usual. Set their alarm clock and do some activities in preparation to adjusting their time for
school. So that when it is about time to do two things (working and studying) at the same time,
they are now adjusted to the time required. Another thing is to use their break time wisely. Some
working students choose to sleep during their break time at school. It’s not wrong but students
can also use that time to read and review some of their notes and textbooks. It may sound too
serious but they really need it. Most especially when they don’t have all the time for their
schooling alone. Being attentive during class can also help the students. The students listening to
their professor’s discussion can fully understand the topic. This allows them to spend less time in
reviewing their previous lessons because they’ve already learned a lot in class. Saving time in
reviewing notes is the best because they only need a quick refresher. Students can also catch up
on sleep when the class gets cancelled. There are times that professors don’t attend their classes.
If they don’t have a class for a certain subject, use the time to take some power nap. Don’t let
this chance pass by, get some sleep and just ignore the noisy surroundings. A little sleep can go a
long way for working students (Sona, 2003) Students should be mindful of the time they spend
on Social Media and Watching TV. While keeping up with their friends on social media and
watching television are enjoyable, they can also take up a lot of a student’s time. They may also
cause some to postpone taking care of some important tasks until they become last-minute
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emergencies. Social media and television aren't bad things, necessarily, and can be used to rest
and relax. However, for some they are too much of a distraction and can cause disruptions to an
otherwise productive schedule. If they enjoy social media and watching television, save them as
a reward for when they’ve accomplished everything on their daily “to do” list (Aduke, 2008).
Students as Rational Decision-makers
Several studies have found that, even controlling for initial educational attainment, working class
students have been less likely than middle and upper-class students to remain in post-compulsory
education and to pursue prestigious educational curricula and attend prestigious institutions
(Blossfeld & Shavit, 1987; Micklewright, 1989; Hearn, 1991), although recent British evidence
shows no evidence of this in the transition to higher education (Galindo-Rueda et al., 2004).
Boudon (1974) terms the initial social class differences in educational attainment the ‘primary
effects’ of stratification, whereas the differences in educational participation that remain once the
‘primary effects’ are controlled are the ‘secondary effects’. Rational choice theorists have
focused on these ‘secondary effects of stratification’ rather than on initial inequalities in
educational attainment. However, this work has not been informed by an empirical examination
of students’ motivations for the educational decisions they make. This paper argues that the
subjective beliefs and attitudes that help to determine students’ decisions are worthy of empirical
examination. Any social class differences in students’ beliefs regarding the value of education
and their chances of academic success that remain once the ‘primary effects’ of stratification
have been controlled may help to account for the ‘secondary effects’. In addition, there are
gender differences in educational participation, most notably in terms of field of study (Jonsson,
1999). Any gender differences in attitudes and beliefs regarding education that remain once
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differences in initial levels of attainment have been controlled may help to account for the
‘secondary effects’ of gender inequality. Of course, beliefs and attitudes regarding education
may also effect initial attainment, and therefore may help to account for the ‘primary effects’ of
stratification.
Synthesis of the Reviewed Literature
There are four benefits of being a working student. First is the "Reduces students’ debt". Being a
working student may help you to reduce or to lessen educational expenses. Second is the
"increases cash flows". Having a stable cash flow is the essential thing of being a working
student. It allows you to paid off debts quicker and leaving you with less financial stress. Extra
expenses can't supply it easily. Instead, having a job can supplement the cash you receive. Also,
having an earnings can measures independency. Third is the "Provide Money Management
Skills". Budgeting is the process of creating a plan to spend your money. If you take
responsibility for your personal expenses you will also learn how to manage your money
effectively especially in school to avoid over spending, grow your savings and keep your
personal finances in check. Lastly is the "Develops Time Management Skills". Time
management is important to balance your school and work hours. You become more productive
and can accomplish your work with less of effort and time. Every hour of the day must be
scheduled in order to avoid wasting of time (Higuera, 2014).
It is not easy to meddle with both work and school, but many successful employed
students have been doing it for years. Applying some characteristics of a working student will
help them to manage their life easily (Anonymous, 2014). Having a sense of balance, a strong
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sense of commitment, excellent communication skills, ability to delegate, flexibility, clear goals,
organization skills, patience and time management skills will be the key to achieve of being a
successful working student.
Some researchers find positive effects on how they can help those students who worked earlier.
(Hammes and Haller, 1998). Most students decided to work not for financial reasons but to
practice independence for their future. They can enhance their skills that would help them as a
good future worker. For a small proportion of student workers, there are some students decided
to work while at school to provide their needs. Some of them got many aspects for being workers
like saving money, practicing good communication to people and for being independence. But in
this case, there are some negative effects that could affect students' performance in Academic.
Studies reported negative academics effects of student employment during term- time. Those
negative effects are spending less time of studying (Oi I and Morrison, 2005), being late for
classes (Metcalf, 2003; Curtis, 2007), missing classes (Curtis and Shani, 2002), having difficulty
concentrating classes (Pickering and Watts, 2002), feeling tired (Broadbridge, 2002), and having
lower grades (Curtis and Shani, 2007).
There are four benefits of being a working student. First, it reduces tuition debt, for
some coeds, student loans are only way to afford the cost of tuition. Second, It increases cash
flow, if your parents give you money for living expenses it is probably just enough to get by. It
provides money management skills. When you budget, you’re deciding how to spend each dollar
to avoid overspending, grow your savings and keep your personal finances in check. Third, it
will develop time management skills. Surviving in the workplace requires good scheduling and
time management skills, skills that you can develop while working in college. Lastly, it puts the
21
student a head of competition, gaining work experience while in school. This helps you to set
apart from the new graduates who are also seeking for jobs.
Benefits of Work life Balance work life balance practices have been found to attract and retain
valued employees in highly competitive laubor markets (De Coeri et al, 2005). They can inform
employers about the well- being of individuals and more of a particular organization (Allan,
Loudon, and Peets, 2005). People who are contented with their work life balance are likely to be
productive workers and happier citizens who make a greater public contribution (Allan et al,
2005; Pocock, 2005a; Pocock, 2005b). The study of labour turnover and retention in New
Zealand showed extrinsic rewards such as pay, promotion and security played a strong role in
employee retention and turnover. Their findings also suggest work life-balance is increasingly
important for the retention of employees. Organization citizenship can be defined as the
additional activities that employee's do to help their organization perform smoothly and
productively such as, helping co-workers and share insights on improvements. Work life balance
initiatives were positively related to enhance organizational citizenship behaviour and the
retention of employees.
One of the most problems of the student is stress. Students must weigh their options,
create a schedule, learn to prioritize, work smarter, avoiding multitasking, seek support and
having a healthy body are some helpful tips which may students balance their schools and works
(Schwitzz, 2016). There are two methods in order to manage stressful demands. First is the
problem-focused coping. This is when a person can focus on the problem itself or situation that
has arisen. However, in emotional-focused coping, this is when a person can focus on alleviating
the emotions associated with the stressful situation, even if the situation itself cannot be changed.
22
Also, they use emotion-focused coping when a problem is uncontrollable. Furthermore, a well-
balanced exercise, support system with their friends and family, to avoid negative thoughts and
encourage yourself more, to do something relaxing and enjoyable things, writing in a journal or
talking with someone about your problem make the person's feel better and stress free, having
eight hours of sleep a day, knowing your limitations and time management, focus on one task at
a time to avoid pressures and lastly, do not compare your life to others are the good ways to
prevent stress (Folkman et al., 1986).
Working class students have been less likely than middle and upper- class student remain in
post- compulsory education, to pursue prestigious curricular and attend prestigious institutions
(Blossfeld & Shavit 1987; Mickleright, 1989 ‘ Hearn, 1991) although evidence from the recent
British shows no confirmation of this in the transition to higher education (Galindo-Ruedae et al,
2001). However, this work has not been informed by an empirical examination of students
motivation for educational and their chances of academic success that remain once the “primary
effects” of stratification have been controlled may help to account for the “secondary effect”..
Thre are gender differences in educational participants, in terms of field of study (Johnsson,
1999). Beliefs and attitudes regarding education may also effect initial levels of attainment.
Rational choice theories focuses on these secondary effects of stratification rather than on initial
inequalities in education attainment.
Gaps to be Bridged by the Present Study
From the review of the related literature and studies previously presented in this chapter,
23
it is discovered that the working balancing their studies and their part-time jobs. The participants
of this study are working students which the researchers determine on how they manage their
time between work and school.It will showcase how determine they are to prove that being a
working student is not that easy. Having a perseverance and strong mind and body will help
them in order to achieve their goals in life
Chapter 3
RESEARCH METHODOLOGY
This chapter discussed the research design, the selection of the participants as well as the
instrumentation and validation, data gathering procedures and treatment and analysis of data.
Research Design
For the purpose of describing the meaning of people’s lived experiences of a concept
orphenomenon, the researcherswill employ a phenomenological research design which focuses
on identifying and analyzing what all the participants had in common as they experience a
phenomenon. This will be done by reducing individual experiences with a phenomenon to a
description of the universal essence (a “grasp of the very nature of the thing”, Van Manen, 1990
as cited by Creswell, 2007). Specifically, the researchers utilized Psychological Phenomenology
(also termed Empirical, Transcendental), expounded by Moustakas (1994) as cited by Creswell
24
(2005), which was focused less on the interpretations of the researchers and more on a
description of the experiences of the participants.
Sources of Data
Majority of the data will be gathered through multiple in-depth interviews with five
individuals who have experienced working while studying under the K-12 curriculum in
Accountancy Business and Management strand. For qualitative researches Polkinghorne (1989),
as cited by Creswell (2007), advised that investigators interview 5 to 25 individuals who have all
experienced the phenomenon. In reviewing related literature and studies needed to provide an in-
depth background and meaningful answers to the research problems, books, periodicals and
online journals were consulted and cited.
Participants of the Study
The participants of the study will be consisted of five students, who have experienced
working while studying in Senior high schoolat the University of Perpetual Help System Laguna,
where the researchers have access. The participants will be selected utilizing purposeful criterion
sampling strategy through which the researchers will be intentionally selected the site and
individuals for study because they purposefully inform an understanding of the research problem
and central phenomenon under study (Miles & Huberman, 1994) as cited by Creswell (2007).
The participants are to be selected with the same working hours (4 hours), at least 3 months of
working part-time and age ranged to 16 – 17 years old.
25
Instrumentation and Validation
This study will utilize multiple in-depth interviews using a predesigned protocol
containing the research questions which are general and open-ended following the guidelines of
Moustakas (2004) as reinitiated by Creswell (2007). Since, the interview form is self-constructed
and not standardized, it will be presented to faculty members of Senior High School Department
from Basic Education and some experts in the field of qualitative research who will
providecomments and recommendations to ensure content validity. Through the protocol, the
researchers will be able to take notes during the interview about the responses of the participants.
Data Gathering Procedure
After the validation of research instrument, the willfollow the data gathering procedure
advised by Creswell (2007). First, the researchers will select the participants with the help of
fellow senior high school students in ABM strandwho will referred the researchers to their
working students’ classmates in their classroom. After gaining access and establishing rapport
with the student leadersthe interview schedules will be set, then the actual one-on-one interviews
will be conducted.
Treatment and Analysis of Data
The researcherswill treat and analyze the data gathered from the interviews using
Moustakas’s (1994), as redetailed by Creswell (2007), approach. The first step to be taken is
bracketing in which the researcherswill set aside all preconceived experiences and focus on the
26
lived experiences of the participants. Next, the researchers willproceed with horizonalization, the
process by which the interview transcriptions read thoroughly and significant statements will
behighlighted. Out of the significant statements, clusters of meaning will beformulated and used
to write a textural description (what the participants experienced) and structural description (how
the participants experienced the phenomenon). From the structural and textural descriptions, the
researchers will write a composite description that presents the participants lived experiences in
being a working student.
After describing the overall “essence” of the phenomenon under study, the researchers
will take the final step, the verification from the participants. The researcherswill meet the
participants again and provide a hard copy of the verbatim transcriptions of their responses and
how they are interpreted. This will enable the participants to review their answers and do
clarifications or modifications if necessary.
Ethical Consideration
The researchers willconduct the study bearing in mind ethical considerations especially in
terms of informing and seeking permission from school administrators and participants.
Initially,permission will be sought from the Research Center of University of Perpetual Help
System Laguna where the researchers studies so as to examine potential harmful impact and risk
of the study to participants. Written consent will be secured from school administrators of
University of Perpetual Help System Laguna to have the respondents interviewed. Prior to the
video-recorded interview, every participant will be assured of absolute confidentiality and asked
to sign a consent form informing him or her right to withdraw from the study at anytime.
27
28
CHAPTER 4
RESULTS
The researchers in this chapter presents the sections and discussions of bracketing,
horizonalization, textural and structural descriptions and overall essence as well as the
verification of the lived experiences of the participants in work while studying. Moustaka’s
approach as discussed in Chapter 3 was followed in structuring the treatment, analysis and
interpretation of data.
To follow is the bracketing element of this paper where the researchers expressed what
impelled them in materializing this study.
A table below is provided as part of horizonalization presenting a list of significant
statements from the interviews which are noteworthy in answering the central questions of the
study. These statements are treated as of equal value in describing the participants’ experiences
of the phenomenon.
Table 1
Significant Statements of Working Students’ on their Experiences in Working while Studying
1. Nakakapagod siya talaga lalo na kapag papasok sa school in morning at after school sa work naman.
2. Gigising ka ng maaga tapos matutulog ka ng sobrang late.
3. Ang experience ko is masaya siya kasi nakikipag interact ka sa consumer.
29
4. Na-experience ko kung gaano talaga kahirap maging working student.
5. Mahirap pumasok sa umaga kasi laging closing.
6. Mahirap yung pinagsasabay ang work and school.
7. Wala na akong time sa sarili ko.
8. Namimiss yung mga quiz, activity, etc.
9. Priority ko talaga yung study.
10. Less sleep.
11. Yung mga learnings na hindi mo makukuha sa ibang tao.
9. Makakakilala ka ng ibang tao at makakabii ka ng mga gamit na gusto mong bilhin at may matitira pang
pera para sa akin.
10. Natututong gawin yung mga dapat gawin on time or nagkakaroon ng time management.
11. Matututo kang makipag communicate sa ibang tao, suggestive sell-up.
12. Nagkakaroon ako ng mababang grades at na-dodown sa work and school.
13. Hindi nakakasama sa school project.
14. Minsan hindi nakakapasok sa first subject.
15. Hindi na umaasa o humihingi sa parents.
16. Matututo talagang maging responsible sa buhay.
30
17. Kapag sa work, work lang talaga.
18. Magagamit yung social life when it comes to related school works.
19. Kapag galing school, hindi na ako nakakauwi sa bahay para kumain, doon na ako dumidiretso sa work
ko.
20. So sa work after school dapat maaga yung oras mo.
21. Sa social life naman mas nakakasama ko yung friend ko sa work ko.
22. Parang gusto ko lang maexperience kung paano magtrabaho.
23. Sa pagiging independent ko sa buhay, kelangan kong matuto sa sarili ko.
24. Time management lang talaga.
25. Humihingi ako ng special quiz, special activity sa teacher ko.
26. Kung paano ko nasurvive yung difficulties na kinakaharap ko, namamanage ko yung time ko.
27. Yung sa assignment at activities nag aadvance na ako
28. Lagi akong late di ko na kaya pero nag-aalarma ako.
29. Be positive lang kasi pinili ko lang din naman yung sitwasyon na ito.
30. Yun nga kapag may free time ako, dun lang ako nakakasama.
31. Nagtetext ako sa mga kaklase ko kung ano gagawin.
32. Sobrang masasabi kong life changing kasi madami talaga akong natutunan.
31
33. Alam ko na kung paano i-handle yung sitwasyon ko.
34. Kaya ko ng i-manage yung money ko at hindi basta basta gagastos para sa iba
35. Masaya maging working student kailangan mo lang talaga i-manage yung time mo.
The significant statements highlighted in horizonalization are analyzed, outlined, and
grouped into larger units of information called “meaningful units” or themes, a procedure called
theme clustering. After a detailed examination of the significant statements and the entirety of
the verbatim responses shared by the participants, the researchers was able to identify 8 theme
clusters which are divided into two so as to answer the central questions of the study: what have
the participants experienced in working while studying (textural description) and how have the
participants experienced of being a working student (structural description). Table 2 presents
the groupings of clustered themes based on the significant statements and their relative ideas.
Table 2
Ten Theme Clusters Divided into Two Groups
Group A: Textural Themes

Theme 1: Working students’ experiences
Theme 3: Difficulties of being a working student
Theme 5: Worst experiences in being a working student
Theme 7: Benefits of a working student
Theme 10: Lessons of being a working student
Group B: Structural Themes
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Theme 2: Management
Theme 4: Overcoming difficulties
Theme 6: Handling worst situations
Theme 8: Becoming a working student
Theme 9: Changes in working students’ life
1. What have you experienced of being a working student?

Theme 1.Working students’ experiences.Being a working student is a challenging one. It will
test how determine you are to continue working while studying. Out of five participants, three of
them said that it is a difficult task to bare while working and studying. On the other hand, two of
them states that it is an exhausting experience but at the same time it brings happiness to them as
a working student. These working students’ experiences are manifested in the following
responses:
Participant # 2: Siyempre yung… experience ko mahirap siya kasi pagsasabayin mo yung…
ptsk umaga sa pag-a… sa pag-aaral kung baga parang… ptsk… buong… kung baga parang…
ptsk… gigising ka ng maaga tapos matutulog ka ng sobrang late, mapupuyat ka tapos sa
susunod ulit na.
Participant # 3: Na-experience ko yung… gaano kahirap yung pagtatrabaho bilang… hmm…
working student talaga.
Participant # 5: Siyempre yung… experience ko mahirap siya kasi pagsasabayin mo yung…
ptsk umaga sa pag-a… sa pag-aaral kung baga parang… ptsk… buong… kung baga parang…
ptsk… gigising ka ng maaga tapos matutulog ka ng sobrang late, mapupuyat ka tapos sa
33
susunod ulit na.
Work experience is the short term placement of students such as developing employability
skills, explore possible career options, understand employer expectations and increase self-
understanding, maturity, independence and self-confidence (Anonymous, 2017).Students can
take advantage of the resources they have at school to find the right job (Oppelt, 2009). A
working student needs to be around enough to be a self-starter. After spending few days in the
routine, they should get right to work with direction when needed (Jsalem, 2010). At first few
weeks of working, the student must know how to adjust their time and be used to the situation
they chose to be in it. Those experiences they had may help them in the future. It may be hard at
first, but all your sacrifices will be worth it.
2. How can you manage your time in:
a. School
b. Work
c. Social life
Theme 2.Management.It is important you develop effective strategies to manage your time to
balance the conflicting demand of time for study, leisure, earning money and job hunting. Out of
five students, three of them said that they manage their time for school, work and social life by
doing the important things needed. While two of them states that free time is the key for them to
help some school stuff and bond with their friends. These management of the working student
are manifested in the following responses:
A. School
34
Participant # 1: Sa school, siyempre yung mga activities, assignments etc. na mga related sa
school works, sa school ko na ginagawa kasi I know naman sa sarili ko na hindi ko siya
magagawa sa bahay pag-uwi ko kasi pagod na rin ako.
Participant # 2: Uhm… namamanage ko siya pag ano… halimbawa kapag may mga group…
group activity, minsan di ako nakakasama kaya… o kaya minsan du- doon minsan sa
pinagtatrabahuhan ko, nagsasabi lang ako, kunwari malalate ako dito sa school na
pinagkakasya ko na yung oras para makatulong ako doon sa group activity.
Participant # 4: Yung sa school po minsan hindi ko na namamanage yung sa school ko, pero…
pag umaga… puro school lang gagawin ko na lahat ng ano… gagawin.
B. Work
Participant # 2: Dun naman…. dun naman sa work naman kung ano kasi yung oras na
nakatalaga dun yun, dapat yung oras na papapasukan mo yun nga lang mamamanage ko lang
siya… yung nga… kapag ano galling na akong school minsan di na ako nakakauwi ng bahay pa-
para mag-ano para kumain dun na ako dumideretso.
Participant # 3: Ano… yun nagising ako ng… deh… pagkapasok ko… pagkapasok ko is…
pupunta agad ako sa work… so ayun, parang di muna… muna ako makihabu… makikihalubilo
sa mga kaibigan ko ganun.
Participant # 4: Yun nga… after school deretso na ako sa trabaho agad.
C. Social life
35
Particaipant # 3: So, sa mga kaibigan ko, nakikipag s- ano naman ako… yon… nakikipag…
tsk… ano ba to? … nakikisama naman ako sa mga kaibigan ko.Pag may free time? Oo, pag may
free time, ganun.
Participant # 4: kapag may free time… ganun.
Time management skills are valuable in job hunting and also in many aspects of life; from
reviewing for examination and working in a summer job. These are the action that you may do in
order to apply time management: Take a regular break, avoid distractions and interruptions to
your work, action planning, keep a to-do list, review your progress, create habits, prioritize,
perseverance, share tasks or problems with others, avoid procrastination, and use a time log
(University of Kent.., 2013). Time management is the act or process of planning and exercising
conscious control over the amount of time spent on specific activities, especially to increase
effectiveness, efficiency or productivity (Wikipedia, 2007). Time Management refers to
managing time effectively so that the right time is allocated to the right activity. Effective time
management allows individuals to assign specific time slots to activities as per their importance.
It is important for a person, especially a working student, to handle or manage their time
accurately for them to not be pressured as the day goes by with loads of responsibility.
3. What are the difficulties that you have encountered of being a working student?
Theme 3.Difficulties of being a working student.The financial burden of education fees is
rising. Many of these students attend school part time because of job and family commitments,
which lowers their eligibility for financial aid. Out of five, three of them states being weary all
the time after going home from work and lack of sleep. Meanwhile, two of them said that being
36
late in their class and waking up early in the morning then go to work after school, which they
have no time for their self. These difficulties of being a working student are manifested in the
following responses:
Participant # 1: Difficulties? Pag difficulties marami kasi may mga time na kailangan ako sa
McDo pero hindi ako pwede pumunta kasi may school nga ako hindi ko siya pwedeng ipagpalit
sa McDo kasi priority ko talaga yung study.
Participant # 2: Yun na nga… yung minsan sa school, minsan… minsan kapag sobrang pagod,
kunwari dun sa harap ng SM closing siya, hindi siya 24 hours may closing don kaya minsan
kinabukasan di ka makakapasok… siyempre mamimiss mo yung mga quiz, activity etc.
Participant # 4: Yun nga… yung less sleep, yung una…. Yung less sleep, pangalawa yung
minsan di ko na nagagawa assignment ko, minsan di ako nakakasama sa mga school activities.
It is not easy as what you think of being a working student. Many responsibilities are on their
shoulders and being faced each of them. Due to increasing price of tuition fees, school fees and
other education finances, families tend to face financial crisis particularly on managing the
budget of the family basing on their family income (Anonymous, 2016). The difficulties may be
a big help for them to strive harder in order to achieve their dreams. Students are affected by the
crisis experienced by their family, so it will be necessitated to work while studying; it is either
between part-time or fulltime working student (Anonymous, 2016).
4. How can you pass through these difficulties?
Theme 4.Overcoming difficulties.Life is full of difficulties and obstacles from birth to death.
37
Difficulties and friction are accompaniment of existence. Sometimes, Life seems like a hurdle
race. We are sure of encountering hurdles, but almost always we are taken by surprise. It is
necessary to accept that life in general is full of difficulties and adversities. Out of five, two of
them states that time management helped them to overcome their difficulties. These overcoming
difficulties are manifested in the following responses:
Participant # 1: Time management lang talaga, walang ibang answers or kahit anong
makakahadlang kundi wala kang time management.
Participant # 3: Ano… yung ginagawa ko pa… kung paano ko i-survive yung difficulties na ‘to
ganon… ano minamanage ko na lang yung time management ganon sabi nga ni Ma’am Urbina.
5. What was your worst problem that you faced as a working student?
Theme 5.Worst experiences of being a working student.Working students are experiencing
several difficulties and some of them are just tough to handle. Students tend to fail their selves by
not meeting their expectations in what they really want to accomplish. Out of five, two of them
38
states that having low scores/ grades are their worst problem that they have faced as a working
student. These worst problems are manifested in the following responses:
Participant # 2: Siguro yung ano… ptsk… pagdating sa school saka dun sa work kasi sa school
diba minsan mababa yung score ko, minsan sa quiz sa yung grade ko, pero, tas sa work din,
minsan napapagalitan din ako dun, parang kung baga sa halos lahat, sa work sa sa school
parang nadodown ka ganun.
Participant # 3: Yung ano… naging mababa yung grades ko simula nung naging working
student ako, kesa nung first sem na hindi pa ako nagtatrabaho ganun.
Meanwhile, many more studies report negative academic effects of student employment during term time
(Paton,Saltzberg and Lindsay, 1993). Those negative effects are manifested in the form of spending less
time on studying (Oi I and Morrison, 2005) being late for classes (Metcalf, 2003; Curtis, 2007), missing
classes (Curtis and Shani, 2002), having difficulty concentrating in classes (Pickering and Watts, 2002),
feeling tired (Broadbridge, 2002), and lowering grades (Curtis and Shani, 2007).
6. How can you handle this situation?
Theme 6.Handling worst situations.Working students must handle the challenges even if it is
tough enough to make them think to give up. There are times that the students feel uneasy
because of the unaccomplished task but that doesn’t mean they should give up. Out of five, two
of them states that having the time management helped them to handle these challenges. These
handling of situations are manifested in the following responses
Participant # 1: Yung sabi ko nga kanina, time management tsaka kung gusto mo naman talaga
39
yung ginagawa mo magiging routine mo siya everyday.
Participant # 3: Ayun nga… diba ano… yung ano… naging time manageable ako, naging…
naging wais ako sa mga time… ganon, tsaka ayun… yun lang.
7. What are the benefits of being a working student?
Theme 7.Benefits of a working student.Taking on a part-time job while pursuing to graduate is
hard work, but the benefits are typically greater than the amount of a paycheck. A part-time job
can help them become a better student and get a jump on their career track. Out of five, three of
them states that aside from the money that they received, gaining experience as a working
student benefit them for their interrelated course / track. These benefits are manifested in the
following responses:
Participant # 1: Madami, pag sa life naman siyempre nandoon yung mga learnings na hin—
pag about sa work nandoon yung mga learnings na ‘di mo makukuha sa ibang tao kasi andun
lang, nandoon ka lang sa company na kayo- kayo lang yung nakakaintindi kung ano yung mga
dapat gawin then pagdating naman sa financially, siyempre nakakatulong talaga siya sayo lalo
40
na kung yun nga, kapos sa tuition… ganun. Pero hindi naman sa akin nangyayari yun. Yung
work kaya lang naman akong nagtatrabaho kasi siyempre kalahati lang yung yung araw sa
school, sayang naman yung kalahating araw pa. Gusto kong maging productive naman.
Participant # 3: Ayy… pag nag-working student ka, magbebenefit sayo, ay makikilala kang
ibang tao, yung kasama mo sa trabaho ganon… tapos… yung pag sweldo mo… worth it kasi
mabibili mo siya ng gamit yun, mabibili mo siya ng gamit yung gusto mong bilhin tapos ano
pa… ayon siyempre may matatabi rin ako para sa akin na pera.
Participant # 5: So diba ABM student ako, Siyempre pag sa McDo ka, matutuo ka kung paano
makipag communicate sa mga tao, paano makipag-usap. Suggestive sell-up ganon.
Students who earn their own money tend to spend it wisely. Part-time jobs are often tough, and
hard-earned money can be painful to part with. In short, students are more likely to save their
money for necessities such as text books and rent. The extra cash from part-time work lets you
cover the cost of living more comfortably, sometimes even leaving a little aside for fun (Adams,
2008). Often, students work jobs that introduce them to their preferred career after school is over.
This allows them to gain important introductory experience in the business and begin networking
with those in that field. Even students who work in places not connected to their majors will look
more impressive to potential employers. They'll have some kind of work experience on their
resumes to start, and the fact that they've been able to hold a job while a school attests to their
level of maturity, responsibility and time management (Cunha, 2011)
8. How did you came up as a working student?
41
Theme 8.Becoming a working student.Everything that happens has a reason, the students have
their reason why they chose this path of working while studying. Out of five, two of them states
that the reason behind the fact of them joining the world of the working student was to have
experience. These reasons are manifested in the following responses:
Participant # 2: Siguro ano din… hirap a… di… pinaka una talaga inano ko yung gusto ko ring
ma-experience kasi marami na rin kasi akong naging kaibigan, tropa o… pamilya na nag
working student. Parang kung baga gusto ko try kasi nga…Impluwensya? Oo, di lang para dun
sa magkakapera, maggaganun ganun pero dagdag experience lang talaga ganun… na madali
lang daw.
Participant # 3: Ahhhh… yung reason kung bakit… Wala, naging ano lang siya, yung biglaan,
yung parang gusto ko lang ma-experience kung ano yung… kung ano yung maganda at di
maganda nung kakalabasan nung working student experience.
Most students indicated that they worked not simply for financial reasons; they liked the
independence their job gave them, they generally enjoyed the work and believed that the
experience of part-time work would help them obtain employment in later life. These benefits
were perceived to be true more often by females, and by middle and lower achieving students,
the latter fact highlighting the importance of a part-time job for students whom may not be as
well served by the school system as those who are higher achievers (Meyer, R. H., 2008).
9. How does being a working student changed your life?
Theme 9.Changes in working students’ life.There are life lessons that the students have learned
42
while working. These life lessons helped them to grow and permanently changed their lives in a
good way. Out of five, three of them states that they’ve become more mature and they can
manage their time and their selves. These changes are manifested in the following responses:
Participant # 3: Ayun… nabago nga yung buhay ko naging matured ako, tapos kaya ko nang i-
time manage yung sarili ko, tsaka ako na rin yung nagdedepende sa buhay ko ganun.
Participant # 4: Syem… ayon… nagiging… namamanage ko na sarili ko, kaya ko nang…
imanage time ko, yung money ko at yung hindi ako basta-basta gagastos para sa iba.
Participant # 5: So ayon… masaya naman maging working student, kailangan mo lang talagang
imanage yung time mo
Having a job while being a student can offer many advantages. It allows for a better standard of
living and, depending on the job, they can learn how to survive without the help of their parents.
Also, having a job before graduating can help students have enough work experience to find a
good career after university (Chonen, 2007).
10. What lessons did you learned being a working student?
Theme 10.Lessons of being a working student.Having different experiences as a working
student life lessons are possible. There are life lessons that taught the working student to manage
their lives. Out of five, three of them states that they have learned to be independent and to stand
at their own feet to manage their own. These lessons are manifested in the following responses:
Participant # 2: Siguro yung ano… natutuhan ko bilang isang working student ano… ptsk
43
ptsk… na ano… kumilos sa sarili ko para magka… yun, yun nga may income ako parang…
parang ako yung may gawa nung pa kaya ako nagkaka, di na ko humihingi o umaano sa parents
ko… yun.
Participant # 3: Natutunan ko sa ano… sa pagiging working student ko is yung… hindi ka
mag…hindi ka mag a-ano magbabase sa pamilya mo kasi kung kukuha ka palagi sa pamilya mo
ganun… o walang mangyayari sayo… siyempre diba nag working student ka ng 17 years old
para ma-adapt mo na rin yung ano yung… tsk… life style. Parang pag daan ng future… ganun
ano parang magkakaroon ka ng idea sa sarili mo din tsaka bilang working student pag
nagtatrabaho ka, pag nakakuha ka ng matinong trabaho okay na, kaya mo na ganun, yun.
Participant # 4: Siyempre… as a working student… Matututo ka talagang maging responsible
sa buhay mo.
Those who were employed were more likely to be happy with many aspects of their lives -
especially the money they got, their social life, and their independence - than those who did not
have a part-time job. There are gender differences in the relative importance of these positive
effects, with part-time employment having a greater influence on the social life and personal
relations of males, and on the sense of independence, including financial independence, of
females (Meyer, 2008).
Textural Description.As presented, five prevailing themes: (Theme 1: Working students’
experiences; Theme 3: Difficulties of being a working student; Theme 5: Worst experiences of

44
being a working student; Theme 7: Benefits of being a working student; Theme 10: Lessons of
being a working student) pertained to the views of participants about their experience with work
while studying.
Structural Description.Explaining how the participants experienced the demands and
challenges of being a working student are 5 emerging themes: (Theme 2: Management; Theme 4:
Overcoming difficulties; Theme 6: Handling situations; Theme 8: Becoming a working student;
Theme 9: Changes in working students’ life).
Essence.After an in – depth examination of the textural (what) and structural (how) descriptions
of the experiences shared by the participants it is manifested that the participants experienced
different challenges in work and in school. But despite of these challenges, they manage to
handle these situations by managing their time in school and in work. Having work while
studying helped the students financially and to develop their communication skills, these
experiences made the students ahead of other students who never experienced working while
studying.
For the verification part of the study, the researchers conducted another meeting with the
participants first, to present the synthesis of the responses to make sure that they were
transcribed, analyzed and interpreted with accuracy and second to extend the researchers’
appreciation towards them. The corrections of the participants were considered in writing of
essence so credibility was established.
45
Chapter 5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of findings, conclusions and the future directions of
the study to further enhance the concepts and the facts discussed in the preceding chapters as
provided by the results of analysis of data.
Summary
The study focused on understanding Senior High School students’experiences in studying
while workingemploying Psychological Phenomenology as the research design.
To solve the main problem, the two core questions were worked out by the researcher:
1. What have the participants experienced in being a working student?
2. How have the participants experienced being a working student?
The significant findings of the study are as follows:
1. As to what have the participants experienced in being a working student
After reading, re-reading, analyzing, and reflecting on the verbatim interview
transcriptions, the firstfivethemes were formulated describing students experiences as a working
student. Theme 1 described what the participants have experienced in being a working student
which showed that participants has the perspective of difficulty to bare the expectations of other
people to them. Theme 3 describe their difficulties as a working student. Theme 5 explained their
worst experiences in being a working student. Theme 7 describe the benefits of a working
46
student. Theme 10 describe the participants lesson that they have learned from being a working
students
2. As to how have the participants experienced being a working student
The second group of themes explained in details how the working students experienced
being a working student. Theme 2 explained how the participants manage their time between
school and work. Theme 4 described how the participants overcome their difficulties as a
working student. Theme 6 described how the participants handled their worst situations as a
working student. Theme 8 described how the participants became a working student. Theme 9
described how the participants changed their life as a working student.
Essence.
Being a student is demanding. A student needs to do their responsibilities on time while they are
working. It may be a tough one but a working student may learn many things with this situation.
Enhance their skills, be an independent person, learn to communicate with other people, earn
money all by themelves, being able to stand alone, manage time between work and school, and
others. It is not easy for them to be a student at the same time an employee. They are sacrificing
the time and effort exerted in work and school
for them to help their family, support their personal and educational needs. And one day, they
will thank that kind of opportunity right now because someday, they will use those experiences
in the future to be a successful one.
47
Conclusions
Analyzing the textural (what) and structural (how) descriptions of the participants, the
following conclusions were drawn.
1. The participants are intrinsically motivated to balance their time in studying while working
as a student to pass through all the challenges that they encounter.
2. The participants develop their skills in both academics and work. In addition, the concept of
effective time management is highly influenced by environmental factors.
Recommendations
The following are offered as recommendations for possible actions:
1. The participants should create plan for their future. It can help them to think right and
correct. They can easily manage what is their wants and not. This will be represent as
guide to have a clear goals in life.
2. Students should be reminded every day how fortunate they are to have the opportunity to
raise a family, get an education and earn a living at the same time, keeping the positivity
may help the students to feel motivated despite all the challenges.
3. Working students have the time when they don’t meet their expected time to finish their
deadlines. But despite of that, they must forgive their selves when things don’t get done
and do their best to get back on track as soon as they are able.
4. Creating a “to do” list of things the students need to take care of each day. After their list is
48
finished, read through it and identify the most important thing on the list, then find the
second most important thing, the third, and so forth. By prioritizing the tasks the students
need to accomplish, they may find that some of the items on their list can wait. The
students may have had a particularly stressful day and truly need a break.
5. In order to follow the students’ schedule in their ‘to do list’, they must be disciplined and
responsible enough to try their best to meet each deadlines. Doing their home works and
projects ahead of time may give them extra time to rest.
6. Future researches relating to working students, qualitative or quantitative, are encouraged to
validate the findings or explore more on the implications of this study. Future qualitative
researchers are also encouraged to conduct similar studies with more participants.
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Co., Ltd
PHENOMENOLOGICAL STUDY INTERVIEW PROTOCOL
Name of the Participant/ Interviewee:

Time of Interview: Place:
51
Researcher:This interview is primarily aimed at understanding your experience in being a

working student. Open-ended questions will be supported by probing and follow-up questions, if
necessary will be asked. You are encouraged to take your time when you respond and likewise
advised to ask for any clarifications. Moreover, this interview will be audio-recorded for the
accurate transcription of your responses which will be treated with utmost confidentiality.
Questions:
11. What have you experienced of being a working student?
12. How can you manage your time in:
a. School
b. Work
c. Social life
13. What are the difficulties that you have encountered of being a working student?
14. How can you pass through these difficulties?
15. What was your worst problem that you faced as a working student?
16. How can you handle this situation?
17. What are the benefits of being a working student?
18. How did you came up as a working student?
19. How does being a working student changed your life?
20. What lessons did you learned being a working student?
APPENDIX B
(Verbatim Transcriptions)
1. What have the participants experienced in being a working student?
52
Participants 1.1 What have you experienced in being a working student?

“Of course, noong una siyempre nag-aadjust pa ako. Nakakapagod ta- nakakapagod siya
1
talaga, lalo na magsschool sa umaga tas after school ko yung sa work naman.”
“Siyempre yung… experience ko mahirap siya kasi pagsasabayin mo yung… ptsk umaga
sa pag-a… sa pag-aaral kung baga parang… ptsk… buong… kung baga parang… ptsk…
2
gigising ka ng maaga tapos matutulog ka ng sobrang late, mapupuyat ka tapos sa susunod
ulit na.”
“Uhmm… na-experience ko is masaya siya kasi… nakikipag-interact ka sa consumers
3 kung paano mo siya… ano… paano mo siya bagayan, ganun. Kung paano mo i-aano yung
ugali mo dun sa consumer din kasi may ibang consumer na ano, na salbahe ganun.”
“Na-experience ko yung… gaano kahirap yung pagtatrabaho bilang… hmm… working

4
student talaga.”
“So ayun, naexperience ko bilang working student, ang hirap pumasok sa umaga, kasi lagi
5
kaming closing. Ang hirap, ang hirap gumawa ng ano, assignment ganon.”
Participants 1.2 What are the difficulties that you have encountered of being a working student?
“Difficulties? Pag difficulties marami kasi may mga time na kailangan ako sa McDo pero
1 hindi ako pwede pumunta kasi may school nga ako hindi ko siya pwedeng ipagpalit sa
McDo kasi priority ko talaga yung study.”
“Yun na nga… yung minsan sa school, minsan… minsan kapag sobrang pagod, kunwari
dun sa harap ng SM closing siya, hindi siya 24 hours may closing don kaya minsan
2
kinabukasan di ka makakapasok… siyempre mamimiss mo yung mga quiz, activity etc.
na ano.”
53
“Yung difficulties ko… yung… tsk… yung gigising ng maaga tapos pupunta agad sa
3 school tas deretso agad sa ano… work ganun, parang nawawalan na ko ng time sa sarili
ko.”
“Yun nga… yung less sleep, yung una…. Yung less sleep, pangalawa yung minsan di ko
4
na nagagawa assignment ko, minsam di ako nakakasama sa mga school activities.”
5 “So ayun, minsan late ako sa first subject ko. Pero nagaalarm naman ako”
Participants 1.3 What are the benefis of being a working student?

“Madami, pag sa life naman siyempre nandoon yung mga learnings na hin—pag about sa
work nandoon yung mga learnings na ‘di mo makukuha sa ibang tao kasi andun lang,
nandoon ka lang sa company na kayo- kayo lang yung nakakaintindi kung ano yung mga
dapat gawin then pagdating naman sa financially, siyempre nakakatulong talaga siya sayo
1
lalo na kung yun nga, kapos sa tuition… ganun. Pero hindi naman sa akin nangyayari yun.
Yung work kaya lang naman akong nagtatrabaho kasi siyempre kalahati lang yung yung
araw sa school, sayang naman yung kalahating araw pa. Gusto kong maging productive
naman.”
Unang-una yung ano… yung siyempre… yung experience wala pa ako sa right age para
2 magtrabaho 17 years old pero… kinaya naman nung ano ko… yun tapos tsaka isa rin yung
benefit… yung siyempre… yung tuwing sahod ko ganun.”
“Ayy… pag nag-working student ka, magbebenefit sayo, ay makikilala kang ibang tao,
3 yung kasama mo sa trabaho ganon… tapos… yung pag sweldo mo… worth it kasi
mabibili mo siya ng gamit yun, mabibili mo siya ng gamit yung gusto mong bilhin tapos
54
ano pa… ayon siyempre may matatabi rin ako para sa akin na pera.”
“Ang kagandahan sa pagiging working student, syempre, syempre… as an ABM student
4 nagkakaroon ng experience bilang ano… bilang crew o employee or alam mo na kung
paano mamanage yung mga oras mo.”
“So diba ABM student ako, Siyempre pag sa McDo ka, matutuo ka kung paano makipag
5
communicate sa mga tao, paano makipag-usap. Suggestive sell-up ganon.”
Participants 1.4 What was your worst problem that you faced as a working student
“Yung puyat talaga, hirap na hirap ako gumising sa umaga lalo na yung class natin
1
nagsstart ng 7 am.”
“Siguro yung ano… ptsk… pagdating sa school saka dun sa work kasi sa school diba
minsan mababa yung score ko, minsan sa quiz sa yung grade ko, pero, tas sa work din,
2
minsan napapagalitan din ako dun, parang kung baga sa halos lahat, sa work sa sa school
parang nadodown ka ganun.”
“Yung ano… naging mababa yung grades ko simula nung naging working student ako,
3
kesa nung first sem na hindi pa ako nagtatrabaho ganun.”
“Yun… yun pinaka- pinaka worst problem talaga na nangyari sa akin, yung talagang hindi
4
na ako nakakasama sa school project.”
“Ayun, hindi na ako nakakapasok minsan sa first subject ko, hindi na ako nakakapagpasa
5
ng projects or something. Pero nakakatulong ako sa thesis. Ayun po.”
1.5 What lessons did you learned in being a working student?

Participants
55
“Siguro natuto akong magbalance yun nga yung time management natuto akong gawin
1
yung mga dapat kong gawin on time.”
“Siguro yung ano… natutuhan ko bilang isang working student ano… ptsk ptsk… na
ano… kumilos sa sarili ko para magka… yun, yun nga may income ako parang… parang
2
ako yung may gawa nung pa kaya ako nagkaka, di na ko humihingi o umaano sa parents
ko… yun.”
“Natutunan ko sa ano… sa pagiging working student ko is yung… hindi ka mag…hindi ka
mag a-ano magbabase sa pamilya mo kasi kung kukuha ka palagi sa pamilya mo ganun…
o walang mangyayari sayo… siyempre diba nag working student ka ng 17 years old para
3
ma-adapt mo na rin yung ano yung… tsk… life style. Parang pag daan ng future… ganun
ano parang magkakaroon ka ng idea sa sarili mo din tsaka bilang working student pag
nagtatrabaho ka, pag nakakuha ka ng matinong trabaho okay na, kaya mo na ganun, yun.”
“Siyempre… as a working student… Matututo ka talagang maging responsible sa buhay

4
mo.”
“Marami akong natutunan, kailangan yung manage nga yung time. Kasi lagi nga akong
5 late diba? Tapos… mas madami akong natututunan din, kung paano makipag-usap sa tao,
ayon.”
2. How have the participants experienced being a working student?
2.1 How did you manage your time in:

a. School
b. Work
Participants c. Social life
a. “Sa school, siyempre yung mga activities, assignments etc. na mga related sa school
1
works, sa school ko na ginagawa kasi I know naman sa sarili ko na hindi ko siya
56
magagawa sa bahay pag-uwi ko kasi pagod na rin ako.”
b. “Pag sa work, work lang talaga. Para sa akin kasi madali akong… uhm… maguluhan sa
mga gagawin ko namemental block din ako kahit sa sarili kong schedule.”
c. “Yung social life naman, magagamit ko lang siya when it comes sa school related
works pag ano… may mga assignments na mga kailangang gawin katulad ng group
activities, thesis of course.”
a. “Uhm… namamanage ko siya pag ano… halimbawa kapag may mga group… group
activity, minsan di ako nakakasama kaya… o kaya minsan du- doon minsan sa
pinagtatrabahuhan ko, nagsasabi lang ako, kunwari malalate ako dito sa school na
pinagkakasya ko na yung oras para makatulong ako doon sa group activity.”
b. “Dun naman…. dun naman sa work naman kung ano kasi yung oras na nakatalaga dun
yun, dapat yung oras na papapasukan mo yun nga lang mamamanage ko lang siya… yung
2 nga… kapag ano galling na akong school minsan di na ako nakakauwi ng bahay pa- para
mag-ano para kumain dun na ako dumideretso.”
c. “Ahm… minsan kapag rest day kasi ang rest day ko kasi sabihin ko yung rest day ko na
Tuesday tsaka Thursday yun lang tapos M, W, F, Saturday and Sunday pasok yun…
whole… ano yun, fulltime yung Saturday and Sunday na kapag… kapag Tuesday o
Thursday nakaka ano din naman.”
a. “School? Ano… minamanage ko… kasi ang trabaho ko lang naman is Friday di ba… e,
Friday, Saturday, Sunday so kaya kong pumasok ng Friday ganun.”
3 b. “Ano… yun nagising ako ng… deh… pagkapasok ko… pagkapasok ko is… pupunta
agad ako sa work… so ayun, parang di muna… muna ako makihabu… makikihalubilo sa
mga kaibigan ko ganun.”
57
c. “So, sa mga kaibigan ko, nakikipag s- ano naman ako… yon… nakikipag… tsk… ano
ba to? … nakikisama naman ako sa mga kaibigan ko.”
Pag may free time?
“Oo, pag may free time, ganun.”
a. “Yung sa school po minsan hindi ko na namamanage yung sa school ko, pero… pag
umaga… puro school lang gagawin ko na lahat ng ano… gagawin.”

4
b. “Yun nga… after school deretso na ako sa trabaho agad.”
c. “Pag may free time… ganun.”
a. “Sa school? Ayon dapat… laing pumasok ng maaga kahit closing ka, dapat gumising ka
ng mnaaga para makapasok sa school kasi ang hirap na… na hindi ka makapasok sa first
subject ko, kasi madami kang hahabulin.”

5
b. “So sa work, after school yung work na agad, so dapat maaga yung oras mo doon.”
c. “Sa social life naman, mas nakakasama ko yung friends ko sa McDo kaysa sa mga
classmate ko.”
Participants 2.2 How did you came up as a working student

“ Nagstart lang siya noong pinagawa kami ng activity ni sir Roldan sa Filipino noon, ano
1 siya para siyang resume na pinasa naming dun then nagulat na lang ako bigla akong
tinawagan ng MCDO kung willing ba ako magtrabaho.”
“… Siguro ano din… hirap a… di… pinaka una talaga inano ko yung gusto ko ring ma-
experience kasi marami na rin kasi akong naging kaibigan, tropa o… pamilya na nag
2 working student. Parang kung baga gusto ko try kasi nga…”
Impluwensiya?
“Oo, di lang para dun sa magkakapera, maggaganun ganun pero dagdag experience lang
58
talaga ganun… na madali lang daw.”
“Ahhhh… yung reason kung bakit… Wala, naging ano lang siya, yung biglaan, yung
3 parang gusto ko lang ma-experience kung ano yung… kung ano yung maganda at di
maganda nung kakalabasan nung working student experience.”
“Uhhmm… yun nga sa pagiging independent ko sa buhay kailangan kong… hmm…

4
matuto sa sarili ko… kaya yun.”
5 “Wala, niyaya lang ako ng classmate ko, tapos ako lang yung natanggap eh. Hahaha”
Participants 2.3 How can you pass through these difficulties?

“Time management lang talaga, walang ibang answers or kahit anong makakahadlang
1
kundi wala kang time management.”
“… Siguro ano… nagtetext ako dun sa adviser ko dun sa school ko na, nagtetext ako sa
adviser ko na… kung na ano pasensiya na, pwede bang paki ano nalang ako… ptsk…
2
ayon, tas sa mga iba kong subject teachers kukuha na lang ako ng mga… yung mga
special, special quiz, special activity, basta ano yung mga ganun.”
“Ano… yung ginagawa ko pa… kung paano ko i-survive yung difficulties na ‘to ganon…
3
ano minamanage ko na lang yung time management ganon sabi nga ni Ma’am Urbina.”
4 “Yung sa assignments nga… assignments at school activities nag-aadvance na lagi ako.”
5 “Actually, lagi akong late, Hindi ko na kaya. Pero nag-aalarm ako.”
Participants 2.4 How did you handle your worst problem in being a working student?
1 “Yung sabi ko nga kanina, time management tsaka kung gusto mo naman talaga yung
59
ginagawa mo magiging routine mo siya everyday.”
“Siguro ano… pini… be positive lang kasi pimili ko lang din naman yung sitwasyon na
2
yun.”
“Ayun nga… diba ano… yung ano… naging time manageable ako, naging… naging wais
3
ako sa mga time… ganon, tsaka ayun… yun lang.”
4 “Yun nga, kapag may free time ako, dun ako lagi nakakasama.”
“Ano, nagtetext lang ako sa classmates ko kung may gagawin, kung may ipapasa ba
5
ganun. Tapos ayun, ganun na lang… Ganun na lang ginagawa ko.”
Participants 2.5 How does being a working student changed your life?
“Sobrang masasabi kong life changing kasi ang dami ko talagang natutunan as in. Hindi
1
lang about sa school kundi pati pakikisalamuha sa ibang tao na nakilala ko.”
“Madami… siguro isa to sa mga ano yung kasi sa McDo ano kasi service crew ako hindi
ako dun sa kitchen, kitchen inilalagay ako, ako nagcacashier ako, nagseservice ako…
2
lahat ng mga service, pagdating sa service yun kaya natuto akong mag-ano makipag
communicate tsaka paano ko… kung pano to i-hahandle yung isang situation, yun.”
“Ayun… nabago nga yung buhay ko naging matured ako, tapos kaya ko nang i-time
3
manage yung sarili ko, tsaka ako na rin yung nagdedepende sa buhay ko ganun.”
“Syem… ayon… nagiging… namamanage ko na sarili ko, kaya ko nang… imanage time
4
ko, yung money ko at yung hindi ako basta-basta gagastos para sa iba.”
“So ayon… masaya naman maging working student, kailangan mo lang talagang imanage
5
yung time mo.”
60

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University of Perpetual Help System Laguna - JONELTA

Basic Education Department – Senior High School

stress (Fogaratnam& Buchanan, 2004).

also important for their future work.

be possible (Steinhoff, 2013).

performances, work, and life.

decision making process in underpinned by a number of simple assumptions designed to increase

as a result of a conscious effort by an individual to solve a problem (Renwick, 2001). This

decision without influence from other actions (Coleman, 2002)

Specifically, this qualitative inquiry will answer two central questions:

1. What have the participants experienced in being aworking student?

2. How have the participants experienced being aworking student?

Assumptions of the Study

The researchers will study on the following assumption:

1. The students develop certain skills of being a working student

if they are students or how many years are they working)

lived experiences of working students.The participants of this studywill be the(insert the

percipient towards their employees.

students on their struggles on handing their time.

character, and tested her perseverance.

research especially in chapter 2 related lit)

of participants in the study (Moustakas, 1994).

Consumption is used by a particular group of people to something (Merriam Webster, 1400)

Existence means the way of living.

Existence of an individual means the way of living of an individual or a single person.

Individual means a single person/ one person.

Inequality is the quality of being unequal (Merriam Webster, 1500)

Inevitably, unable to avoid or escape (Dictionary, 1500)

Interrelatedmeanshaving a mutual relationship (Merriam Webster, 1827)

Lived experience is a term used in phenomenological studies to emphasize the importance of

individual experiences of people as conscious human beings (Moustakas, 1994).

and structural descriptions (Moustakas, 1994).

experienced by subjects or participants in a study which may include psychological concepts

such as grief, anger, or love (Moustakas, 1994).

Pursuit, an instance of chasing or pursuing (Dictionary, 1909)

Redound is the result or to have an effect (Merriam Webster, 1400)

Structural description or imaginative variationis a step in which the researchers writes a

“structural” description of an experience, addressing how the phenomenon was experienced by

variation (Moustakas, 1994).

Textural descriptionis a description of “what” participants have experienced in terms of the

phenomenon (Moustakas, 1994).

overlapping and repetitive statements (Moustakas, 1994).

Understandingdenotatively means to perceive the intended meaning, to interpret, or to infer

something from the information received.

enrolled in University of Perpetual Help System Laguna.

Life of a Working Student

receptive of typical imbalance consequences of increased stress, fatigue, depression and in

Characteristics of a Successful Working Student

accomplished in a timely manner (Adams, 2013).

Positive and Negative Impacts of having a Part-time Work to Students

students' grades and degree completion (Horn and Berkhold, 2002).

relations of males, and on the sense of independence, including financial independence, of

females (Meyer, 2008).

involvement in employment is associated with an increased probability of dropping out of school

Benefits of Having Part-time Jobs

your personal finances in check.

good grades), potential employers are bound to be impressed (Higuera, 2014).

Benefits of Work-Life Balance

Time Management as a Working Student

Students as Rational Decision-makers

focused on these ‘secondary effects of stratification’ rather than on initial inequalities in

Synthesis of the Reviewed Literature

scheduled in order to avoid wasting of time (Higuera, 2014).