Practical Research Humss

Repulic of The Phillipines
CARAGA Administrative Region

Tandag City Division
JACINTO P. ELPA NATIONAL HIGH SCHOOL
Capitol, Hills, Telaje, Tandag City, Surigao del Sur
IMPACT OF PART – TIME JOBS TO THE ACADEMIC PERFORMANCE OF

SELECTED SHS STUDENTS IN JACINTO P. ELPA NATIONAL HIGH SCHOOL
A Performance Task
Presented to
The Faculty of Senior High School
Jacinto P. Elpa national High School
In Partial fulfillment of Grade 11

Of the Requirements for the Subject of
Practical Research 1
Rene Andrew S. De Guzman

Ruth Jhon Paul Tiu Diaz
Trisha Mae B. Escober
VAL C. ACQUIATAN
Practical Research Teacher
TABLE OF CONTENTS
CHAPTER 1: THE PROBLEM AND IT’S SETTING
S
Introduction---------------------------------------------------------------------------------------------- 1
Theoritical Framework-------------------------------------------------------------------------------- 3
Conceptual Framework------------------------------------------------------------------------------- 7
Statement of the Problem---------------------------------------------------------------------------- 8
Scope and Delimitation------------------------------------------------------------------------------- 8
Significance of the Study----------------------------------------------------------------------------- 9
Definition of Terms----------------------------------------------------------------------------------- 10
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDY
Related Literatures
Foreign----------------------------------------------------------------------------------------- 11
Local-------------------------------------------------------------------------------------------- 12
Related Studies
Foreign----------------------------------------------------------------------------------------- 13
Local-------------------------------------------------------------------------------------------- 15
Synthesis----------------------------------------------------------------------------------------------- 17
CHAPTER 3: METHODOLOGY
Research Design------------------------------------------------------------------------------------- 19
Research Locale-------------------------------------------------------------------------------------- 19
Research Respondents----------------------------------------------------------------------------- 20
Research Instruments------------------------------------------------------------------------------- 20
Data Gathering Procedure------------------------------------------------------------------------- 20
Sample and Sampling Techniques-------------------------------------------------------------- 20
Statistical Treatment-------------------------------------------------------------------------------- 21
References
Appendices
Checklist
Letter
CHAPTER I
THE PROBLEM AND ITS SETTING
INTRODUCTION
In the world full of challenges especially in life students, nowadays part time
work for students is a very common phenomenon. Those who have suffer for lack of
financial support for their studies and some lack of government support, applying for
part – time job is a way to lightly support heavy financial crisis (Robotham, 2012).
A part-time job interferes with school in many situations. Even if the job is
held after school and on weekends, many beneficial extracurricular activities operate
at times that do not conflict with education. Most employers are hardly willing to a
busy student's schedule. When students do successfully plan out-of-school events in
accordance with a work schedule, hours of school followed by hours of work and
hours of homework may be overwhelming for high school students. All of this
considered, a student will sacrifice homework and actually be encouraged not to
participate in school clubs and sports if working part-time (Rhalis, 2016).
Many high school students are entering the work force. Students are
becoming more and more eager to start working and become independent. Although
beneficial balance of school and extracurricular activities as well as employment can

be productive, it is very difficult to maintain. If a student is intending on going college,
he or she should only very minimal and flexible employment (Rhalis 2016).
Many students are wondering whether they should get part-time jobs or not,
depending on their different opinions. Some people say that the main task of
students is studying hard so that after graduation, they may get a decent degree,
which offers them a better opportunity for well-paid jobs (Hamilton, 2016).
Many research studies have investigated the impact of having part – time jobs
in the academic performance of a student. However, few studies have examined if
and how impact of having part time jobs affects students. In this exploratory, survey
questionnaires will be used to conduct survey and gather information. In this context,
the aim of the research is to examine the views of the students about having part –
time jobs and its impact to their academic performances (Collins, 2015). Specifically
the researchers focus on the impact of part-time jobs in the academic performance
of selected students of Jacinto P. Elpa National High School.

THEORETICAL FRAMEWORK
Walberg and the theory of educational productivity. One variation of the
Carroll model is Walberg’s (1981) theory of educational productivity (Walberg, 1981).
This model includes nine factors hypothesized to affect the learner’s cognitive, as
well as affective, outcomes. These nine factors include (a) ability or prior
achievement, (b) age, (c) motivation or self-concept, (d) quantity of instruction, (e)
quality of the instructional experience, (f) the home environment, (g) the classroom
or school environment, (h) the peer group environment, and (i) the mass media
(Walberg, 1981). Walberg’s model extends beyond earlier models of academic
learning by examining out-of-school influences and social-psychological variables
(Wang, Haertel, & Walberg, 1993). The first five variables that reflect student
aptitude and instruction are found in other educational models, including Carroll’s
(Walberg & Tsai, 1985). The remaining variables involve the educationally
stimulating psychological environment, both within and outside the classroom
(Fraser, Walberg, Welch, & Hattie, 1987).
The first three variables in Walberg’s model (ability, age, and motivation) can
each be seen as internal traits to the learner or student aptitude (Fraser et al., 1987).
Ability or prior achievement, for Walberg, includes factors that can be measured by
“the usual standardized test” (Walberg & Tsai, 1985; p. 159). These factors would
include the learner’s aptitude, ability, and IQ, as well as previous achievement (Keith,
2002). Walberg has assessed this variable using students’ mathematics, science,
and reading cognitive subtest scores on the National Assessment of Educational

Progress (Walberg et al., 1986; Walberg & Tsai, 1985; Reynolds & Walberg, 1991;
1992)
For Walberg the age variable includes chronological age, but also
development and stage of maturation (Keith, 2002). In his research Walberg has
attempted to keep the age variable as a constant. Motivation or self-concept, in the
Walberg model, is operationalized as scores on personality tests of the student’s
willingness to persevere intensively on learning tasks (Walberg & Tsai, 1985).
The next two variables, quantity of instruction and quality of the instructional
experience, examine instructional factors (Fraser et al., 1987). Quantity of instruction
is described as the amount of time students engage in learning (Walberg & Tsai,
1985), including the time scheduled, allowed, or assigned for a given instructional
unit by the teacher, as well as the fraction of this time the student actually spends
learning the content (Walberg, 1981). Walberg and his colleagues have measured
quantity of instruction through reports of weekly homework and class attendance
(Reynolds & Walberg, 1991; 1992). In addition, this variable has been measured
through effective use of class time, interruptions during class, and teachers’ ability to
gain students’ attention quickly (Mathiasen, Lomax, Schiller, and Walberg, 1984).
Others have measured quantity of instruction as time on mathematics homework in
school and outside of school (Ma & Wang, 2001).
Quality of the instructional experience includes psychological and curricular
experiences, and can be seen as the appropriateness of the instructional experience

(Reynolds & Walberg, 1992). The quality of instructional experience variable has
been measured using a 4-point Likert scale. The scale is used to assess the
instructional focus of the teacher in areas such as teaching lab techniques, including
conducting experiments, and requiring written reports (Reynolds & Walberg, 1991;
1992). Also assessed are the amount of homework number of semesters of science
class (Walberg et al., 1986); if the teacher tells students they are right or wrong,
teacher reviews lessons, students report that they understand the teacher
(Mathiasen et al., 1984); and students report that the teaching is good in their school
and that the teacher offers praise (Ma & Wang, 2001).
The final variables: home environment, classroom or school environment,
peer group environment, and mass media, are characterized as environmental
factors (Fraser et al., 1987). Home environment refers to the support given to
students while at home. It has been measured in various ways, including family
interest in school and in science (Mathiasen et al., 1984), parental education
(Reynolds & Walberg, 1991; 1992), number of times the dictionary is used at home
(Walberg & Tsai, 1985), and home socioeconomic status (Ma & Wang, 2001;
Walberg et al., 1986). Classroom and school environment, including classroom
morale (Keith, 2002), refers to the classroom as a social atmosphere and has been
measured through access to classroom materials (Walberg & Tsai, 1985) and the
percentage of students who continue toward a bachelor’s degree or take additional
science classes (Reynolds & Walberg, 1991; 1992). Others have measured
classroom and school environment through student reports of feeling put-down by
the teacher or by other students in the classroom (Ma & Wang, 2001).
Peer group experience refers to how well students get along with each other
outside of the school environment (Walberg & Tsai, 1985). Measures have included
how important schooling and good grades are among friends (Ma & Wang, 2001),
peers seeing themselves are good students, planning on attending college, and
doing well in science (Reynolds & Walberg, 1991; 1992). The mass media variable
refers to the minimum leisure-time television viewing (Walberg & Tsai, 1985; Ma &
Wang, 2001), and the reading of books or magazines (Reynolds & Walberg, 1991;
1992).
Walberg and his colleagues have tested his model in a national sample of
high school seniors (Walberg et al., 1986; Reynolds & Walberg, 1991; 1992) and
found the included variables to be good predictors of learner achievement across
gender and race. While the initial Walberg model of educational productivity involved
a simple structure with each of the nine factors independent and in a single order
(Walberg, 1981), a more complex distal-proximal model has been found to
demonstrate better fit in subsequent studies (Mathiasen et al., 1984).

CONCEPTUAL FRAMEWORK
Impact of part time impact of part –

job to the academic time job to
performance of the academic
students: performance of the Recommendations
students and intervention
1.1 Demographic
profile of the programs
respondents
1.2 Feature reasons
of engaging and
applying part –
time jobs
Figure 1: Schematic Diagram of the Study
The Figure 1 shows the schematic diagram of the study. The figure provides
clear outlook on which the study aimed for. The study will be conducted to determine
the impact of part – time job in the academic performance of selected SHS student
of Jacinto P. Elpa National High School. In able to identify results, the researchers
will study about the impact of part – time job in the academic performances of
selected students of Jacinto P. Elpa National High School. Next, the researchers will
conduct survey, gather and analyze data. Upon data analysis the researchers will be
able to determine the impact of part-time job to the respondents and be able to
come-up with possible intervention program.

STATEMENT OF THE PROBLEM
This study will focus on determining the impact of part – time job in the
academic performance of selected SHS students of Jacinto P. Elpa National High
School. Specifically, it aims to answer the following questions:
1. What is the demographic profile of the students in terms of;
1.1 Name (Optional)
1.2 Age
1.3 Year/ Grade Level / Strand
1.4 Gender
2. What are the types of part – time job students have entered into?
3. What is the impact of part – time job to academic performance of the
students?
4. Is there a significant difference on having part – time job to the academic
performance of the SHS students?
5. What are the possible intervention programs to the study?
SCOPE AND DELIMITATION
This study dwells on the impact of part – time job in the academic
performance of among selected SHS students of Jacinto P. Elpa National High
School. The researchers will conduct survey at the said institution, where the
students from selected Senior High Students are the respondents. The researchers
will provide a checklist survey questionnaire for the chosen respondents to get the
necessary information needed.
SIGNIFICANCE OF THE STUDY
This study will provide valuable information not only to the students and
teachers but also to the other external stakeholders. The result of this study will help
the school administrators to educate and to formulate more effective plans to the
students about the impact of part-time job to the academic performances of the
students. Thus, this study benefits teachers, students, and other researchers.
Teachers. This study may help them to understand and help part – time job students
to maintain academic performances and school works throughout being a working
student.
Students. This study will develop student’s understanding and concern about having
part – time jobs disadvantages and advantages towards studying at the same time.
Parents. This study will help them to be oriented on how working students manage
their school works at the same time working.
Future Researchers. This study will give them more references about the impact of
part –time jobs in the academic performance on students.

DEFINITION OF TERMS
Chronological age. The age of a person as measured from birth to a given date.
Cognitive subtest. involves tests to thinking, conceptual, language testing, problem
– solving, memory and basic introduction.
Distal – proximal model. Variables with current life situation in an effort explain
developmental changes across the life span.
Extracurricular. An activity at a school of college, pursued in addition to the normal
course of study.
Initial. Existing or occurring at the beginning.
Intervention. the action or process of improving a situation.
Juggling. to keep several objects in motion in the air at the same time.
Leisure – time. Time when one is not working or occupied; free time
Part –time. Involving or working less than customary or standard hours a part time
job part – time students.
Percentage.is a number or ratio expressed as a fraction of 100.
Self – concept. an idea of oneself constructed from the beliefs one holds about
oneself and the response of others.
Subsequent. coming after something in time.

CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDY
RELATED LITERATURES
FOREIGN
In recent years, there has been a widespread phenomenon that tertiary
student, both domestic and international, do part time job after class schedule.
Generally, students do casual works such as in restaurants or fast food chains.
Available literature opines that the impact of part-time work on academic
performance is different for domestic students from that of international students.
This happens because of the difference of familiarity of work culture between the two
group of students. New Zealand government promulgates relevant decree to impose
restrictions on students working hours. Current regulation allows an international
student to work maximum 20 hours per week (Ali, 2017).
There are two opinions regarding the impact of part time work on students’
academic performance. One group of researchers claim that students gain work
skills and experience from job, other group believe that spending too much time on
job distract students from study which contributes to poor academic performance in
school. But whether the impact of part time work would be positive or negative on the
students’ academic performance depends on the balance of time between work and
study. The research study analyses how part time work affects tertiary students’
academic performance with particular focus on international students (Ali, 2017).

According to Akib Khan (2015), in his study entitled ‘’The Effect of Part – time
Employment on Academic Achievement from Dhaka University’’, academic interest
in estimating the impact of part-time employment on academic accomplishment
blossomed in the early 1980s. Steinberg et al. (1982) found that first-time workers
spent less time on homework and had lower GPAs (from a sample of California
10th and 11th graders). On the contrary, on the basis of National Longitudinal
Survey of Youth (NLSY) data (covering the period 1979-1982), D’Amico’s (1984)
estimations suggest that working up to 20 hours a week was correlated with
improvements in class rank and mitigated dropout rate. In addition, working beyond
20 hours per week was found to have no association with class percentile, but was
responsible for a rise in dropout rates – though for only a very few subgroups.
Similar estimates were obtained by Schill et al. (1985), who estimated that those
working less than 20 hours per week had higher GPAs as opposed to those who did
not work or worked more than 20 hours(Khan, 2015).
LOCAL
In a blog of Karl Nicole Nucum about, “Balancing job and academics as a
working student in the Philippines” (2018), he describes the life of working students
as a truly daunting task. Wherein one must keep up of juggling work and academic
requirements and side – hustles while keeping your family, social, or love life.
In one article of The Philippine Star online, it is mentioned that the worker
needs to be good in the performance of his or her job, so that he or she may
keep the job. Moreover, at school it is important for the student to do well, too, in
order to justify the hard-earned money spent in his or her studies (Freeman, 2016)
According to an Inquirer featured article, learning how to manage time –
juggling domestic chores, schoolwork and working student assignment are the
advantages gained by a working – students (Cerna, 2017)
RELATED STUDIES
FOREIGN
Skill and experience that a paid job offers can substitute for pure academic
knowledge. In that case, part-time employment may be conducive to decreasing the
amount of time available to improve academic achievements, thus having a negative
impact on GPA. Higher work intensity may also work towards decreasing academic
productivity by causing fatigue and/or distraction. Job earnings often increase the
possibility of being exposed to addictive consumption goods. Thus short-run gains,
financial or non-financial, can be prioritized over investments in education. On the
other hand, engagement in part-time job(s) is also capable of complementing
academic dexterity via developing confidence, diligence, efficiency, time-
management capability and responsibility. In addition, time spent working, at least,
substitute for the leisure time during which they had a higher probability of being
engaged in illegal, unethical or counter-productive activities (Dhaka Group 9, 2015).
Part-time employment is increasing among high school students. Does this
phenomenon affect academic performance? In an attempt to examine this

relationship, data were collected at Moore High School, Moore, Oklahoma.
Information included employment status, number of hours worked per week, extent
of extracurricular activities, and ACT test scores of the 477 high school juniors who
were enrolled in regular required English classes. The sample included 196
nonemployee students and 281 employed students. This study found no significant
differences in accumulated GPA in the two groups. However, nonemployee students
scored significantly higher on the ACT test. The only variable that showed a
significant difference in school-related activity was extracurricular activity
involvement. Employed students had fewer extracurricular activities, with girls
reporting less participation than boys. The findings of the study do not show that
employment among students has any significant negative impact on academic
achievement. Also, students in the survey tended to view their part-time employment
in a positive light. The authors believe that teachers need to be aware of these
conclusions and more supportive of employed students (Green & Jacquess, 2015).
Prior research suggests that undergraduates employed during term time are
less likely to graduate. Using transcript data from a large multi-campus university in
the United States combined with student earnings data from state administrative
records, the authors find that traditional-age students who worked for pay during
college on average earned more after leaving college than similar students who did
not work. This post-college earnings premium is on par with the benefit from
completing a degree, even after controlling for demographic and academic
achievement characteristics, across various student sub-groups, and including

models that account for selection bias. Implications of these findings for theories of
education and social stratification, and for educational policy are considered.
The majority of today's undergraduates (62%) work for pay while enrolled in
college (Carnevale et al., 2015). A large research literature (summarized below) has
focused on the short-term consequences of working during college—on grades,
number of credits taken, and graduation. Such studies have predominantly reported
negative effects from student employment (Neyt et al., 2017). This paper argues that
prior research has largely overlooked an important aspect of the working student
phenomenon. Examining a longer period and focusing on earnings after
college reveals a substantial positive aspect of student employment during college.
Analyses presented below indicate that undergraduates from a public
university system who worked for pay during college had substantially higher
earnings years later after, compared to counterparts who were not employed while
enrolled. This long-term economic benefit associated with paid employment while in
college held for women and for men; for racial/ethnic minorities; for community
college as well as 4-year college entrants; for those who had no work experience
before starting college; and most notably even among those who did not complete a
degree.
A substantial post-college earnings premium associated with working during
college was observed in models that addressed selection effects, as well as in
conventional regression analyses. Moreover, this wage premium was not a reflection
of college majors, or of academic performance, since models that controlled for

these covariates also showed the benefit. Finally, the earnings advantage was
evident from immediately after leaving college until data collection ended 15 years
later.
LOCAL
(De Guzman & De Castro, 2015) graduates need to develop personal skills,
qualities and experiences that enable to them to compete in the labor market. The
author advises the need for students to do everything they can for them to grow as
experts in their chosen field while they are still in school. All these trainings and
experiences will just benefit them where the time comes that will be establishing their
own careers. This is related the present study as it gave suggestions to further
improve the AB Journalism curriculum which must live up to demands and
expectations of the different industries. The Philippines may go beyond the standing
of employment in the country, rights and importance should be understood. As
specified in the book Labor Economics by Cristobal M. Pagoso, in view of low
literacy rates in rising unemployment in developing countries, it has become
imperative that greater educational opportunities should be provided for the great
proportion of adult population as well as the large number of youth outside the formal
school system to help them acquire further knowledge and skill thereby improving
their livelihood and strengthening the country. From the book Contemporary Social
Problems and Issues, it states that the educational levels and literacy rates of
workers in the Philippines are among the highest in Asia, but technical, manual and
managerial are poorly developed and in short supply. There is an over-abundance of

college graduates that most especially in Manila area were in the field of education,
law and other professionals exceed in demand to find employment appropriate to
their educational training. This information may be considered in the improvement
of AB Journalism curriculum to add the technical; manual and managerial skillswhich
are said to be lacking among the Filipino graduates.
(Mercado, 2015) conducted a research study on job-related stressors as
correlates to teaching performance. In their study, all faculty members of the College
of Science who have undergone evaluators of their teaching performance of their
respective students were the subjects of the study. Based on the result of the study,
the researchers concluded that the major factors affecting the burnout inventory of
students are: emotional exhaustion (teachers and students are tired out at the end of
the day); depersonalization (teachers students do not want to stay in the campus
after the class) and; reduced Personal Factor (students feel frustrated with their
work). Meanwhile, the major factors that affect the job-related stressors are; physical
facilities (the rooms and laboratory cannot accommodate the students);
organizational structure (funds and other benefits for teachers and students are not
immediately released causing them.

SYNTHESIS
Students of undergraduate students reveal conflicting conclusions regarding
relationship between impacts of having part –time job to the academic performances
of students. Although (Ali, 2017) found that both domestic and international, do part
– time job after class schedules. (Ali, 2017) found that one group of researchers
claims that students gain work skills and experience from job, other group believe
that spending too much time on job distract students to study which contributed too
poor academic performances in school.
Steinberg et al. (1982) found that first-time workers spent less time on
homework and had lower GPAs (from a sample of California 10th and 11th
graders). On the contrary, on the basis of National Longitudinal Survey of Youth
(NLSY) data (covering the period 1979-1982), D’Amico’s (1984) estimations suggest
that working up to 20 hours a week was correlated with improvements in class rank
and mitigated dropout rate. In addition, working beyond 20 hours per week was
found to have no association with class percentile, but was responsible for a rise in
dropout rates – though for only a very few subgroups. Similar estimates were
obtained by Schill et al. (1985), who estimated that those working less than 20 hours
per week had higher GPAs as opposed to those who did not work or worked more
than 20 hours(Khan, 2015).
In a blog of Karl Nicole Nucum about, “Balancing job and academics as a
working student in the Philippines” (2018), he describes the life of working students
as a truly daunting task. Wherein one must keep up of juggling work and academic
requirements and side – hustles while keeping your family, social, or love life.
In one article of The Philippine Star online, it is mentioned that the worker
needs to be good in the performance of his or her job, so that he or she may
keep the job. Moreover, at school it is important for the student to do well, too, in
order to justify the hard-earned money spent in his or her studies (Freeman, 2016).
According to an Inquirer featured article, learning how to manage time – juggling
domestic chores, schoolwork and working student assignment are the advantages
gained by a working – students (Cerna, 2017)
Although (Dhaka Group 9, 2015) found that Skill and experience that a paid
job offers can substitute for pure academic knowledge. In that case, part-time
employment may be conducive to decreasing the amount of time available to
improve academic achievements, thus having a negative impact on GPA. Higher
work intensity may also work towards decreasing academic productivity by causing
fatigue and/or distraction. (Green & Jacquess, 2015) determined that students in the
survey tended to view their part-time employment in a positive light. The authors
believe that teachers need to be aware of these conclusions and more supportive of
employed students. Although (De Guzman & De Castro, 2015), graduates need to
develop personal skills, qualities and experiences that enable to them to compete in
the labor market. The author advises the need for students to do everything they can
for them to grow as experts in their chosen field while they are still in school. All
these trainings and experiences will just benefit them where the time comes that will
be establishing their own careers.

CHAPTER III
METHODOLOGY
As it is indicated in the title, this chapter includes the research methodology of
the research study. In more details, in this part the researchers outlines the research
design, research respondent, research locale, and data gathering procedure,
research instruments, and statistical statement.
RESEARCH DESIGN
This study will be formulated as a quantitative type of research that will use
descriptive design method. Descriptive design method aims to obtain information to
systematically describe a phenomenon, situation, or population. Descriptive design
method is used to provide accurate and provides exact information about our
research topic that is mainly about impact of part – time jobs in the academic
performances in selected SHS students of Jacinto P. Elpa National High School.
RESEARCH LOCALE
The researchers will conduct only in the instituition of Jacinto P. Elpa National
High School. This is the chosen school of the researchers since the students of the
school are fit enough to study and this is where the researchers are currently
studying.
RESEARCH RESPONDENTS
This study will use the selected students from Jacinto P. Elpa National High
School. The respondents are those who are officially enrolled in Grades eleven and
twelve having part – time job and working students.
RESEARCH INSTRUMENTS
In order to obtain to the desire data from the students, the researchers of this
study uses survey questionnaires as the major instrument, composed checklist that
will determine the impact of part –time job in the academic performance of students.
DATA GATHERING PROCEDURE
The researchers will have two phases upon for the preparation of gathering
data needed by the researcher’s study. The first phase is to make an initial
preparation such as; writing and delivering of the permission and request letter to
respective people that researchers intended them to be part of the research study
and preparing of copies of the research instrument which is the questionnaires that is
needed for the evaluation. The second phase is using google form in conducting a
survey online as we are in terms of modular learning.
Samples and Sampling Techniques
Purposive sampling will be used in this study so that we could make use of all
the data efficiently. The respondents were selected based on the judgment of who
has best qualify in answering the specific questions of the research. Best qualifiers
were respondents who actually often experience the despoiled of the said factors
affecting them in their study.
Statistical Treatment
To interpret the date effectively, the researcher will employ the following
statistical treatment. The Percentage, Weighted Mean and T – test are the tools use
to interpret data.
1. Percentage
This will employ to determine the frequency counts and percentage
distribution of personal related variables of the respondents.
F
Formula: %= ×100
N
% is the percentage
F is the Frequency
N is the total number of respondents
100 is a constant value
2. Average Weighted Mean
This will be used to determine the assessment of the respondents with
regards to their personal profiles:
Fx
Formula: X=
N
X is the weighted mean

F is the frequency
x is the weight of each item

N is the number of cases
3. Analysis Of Variance (ANOVA)
This will helpful in making comparison of two or more means which enables a
researcher to draw various results and predictions about two or more sets of data
Steps in ANOVA
1. First step is to compute the total sum of the squares.
2. Second step is to compute the squares between columns.
3. The third step is to compute for the sum of squares within the column
4. To complete the ANOVA table, calculate the mean of sum of squares.
4. Pearson-r
Likert scale
1. Impact of Part – time job in academic performances
2. Interpretation table for the psychological factors

SURVEY QUESTIONNAIRE
Name: (Optional) Age:
Year / Grade Level / Strand: Gender:
DIRECTIONS: Read the questions carefully and put a (/) check as your response or
answer for the following questions in the columns below.
How many hours do you work in a week?
1 – 5 hours a day
6 – 10 hours a day
QUESTIONS YES NO
Do you think your working time and studying time is balance now?
Do you think your part –time job can improve your society skills?
Do you think the work affect your study?
Do you participate actively in the course you have entered?
Did you understand the lectures the same time having part –time job?
Did the teachers form your school show genuine concern for part –
time students?
Do you think part – time job has negative or positive impact on your
academic achievement?
Have you ever been absent on class to put your work first?
Did you start working on a young age?
Do your parents let you to have part –time job?
Is working hard makes you not to do school home works?
Is your salary enough to provide your school finances?
Is it good to have a part – time job and be a working student?
Have you experienced stress in doing your job and study at the same
time?
Have you ever think to leave your study to pursue the job you are
doing?
Does your employer restrict you from going out to school?
Do you find having a part – time job distracting?
Does your school provide you adequate learning facilities?
Are you worried about having low grades for having part –time job?
Are you satisfied to study and have a job at the same time?
21
REFERENCES
Akib Khan, A. (2015). The Effect of Part - time Employment on Academic Evidence
form Dhaka University. Dhaka: Akhib Khan.
Ali, M. (2017). Available literature opines that the Impact of Part-time work on
academic performance is different for domestic students from that of
international students . India: Ali.
Carrevall et. al, (2015). The majority of today's undergraduates . America:

Carnevale.
Cerna. (2017). According to an Inquirer featured article, learning how to manage

time-juggling domestic chores, schoolwork and working student assignment
are the advantages gained by a working-student. Philippines: Cerna.Retrieved
from https://www.coursehero.com/file/41025273/Research-English-2docx/
Collins, S. (2015). If and how impact of Part-Time jobs affects students. America:
Collins.
Cruz, D. (2016). National effort to build the nation and to contribute the national
welfare. Manila: Dela Cruz.
D'Amico's. (1984). Estimations suggest that working up to 20 hours a week was

correlated with improvements in class rank and mitigated dropout rate. Dubai:
D'Amico's.
Dhaka Group 9. (2015). Skill and experience that a paid job offers can substitute for
pure academic knowledge. America: Dhaka Group 9.
Fraser, B. J., Walberg, H. J., Welch, W. W., & Hattie, J. A. (1987). Syntheses of
educational productivity research, International Journal of Education
Research, 11, 145-252.
Freeman. (2016). The Philippine Star online. Philippines: Freeman. Retrieved from
https://www.philstar.com/the-freeman/cebu-lifestyle/2016/08/31/1619016/
working-student
Green & Jacques. (2015). Part-time employment is increasing among high school
students. New York: Jacquess.
Hamilton, H. (2016). Part-time job for Students. New York: Hamilton.
Keith, T. Z. (2002). Commentary: Academic enablers and school learning. School

Psychology Review, 31, 394-402.
Ma, X. & Wang, J. (2001). A confirmatory examination of Walberg’s model of

educational productivity in student career aspiration. Educational Psychology,
21, 443-453.
Mathiasen, R. E. (1984). Predicting college academic achievement: A research

review. College Student Journal, 18, 380-386.
Mercado. (2015). Conducted a research on job-related stressors as correlates to

teaching performance. Manila: Mercado.
Mushtag & Nawaz (2015). Student academic performance measurement. Canada:

Mushtaq & Nawaz.
Nathaniel, R. (2012). Part -time Job as Finacial Support for Students. Netherlands:
Robotham Nathaniel.
Nawaz, S. (2015). Student academic performance measurement . Dubai: Nawaz.
Neyt et. al (2017). Such studies have predominantly reported negative effects from
student employment. America: Neyt et al.
Nucum, K. N. (2018). Balancing job and academics as a working students in the

Philippines. Philippines: Karl. Retrieved from
https://www.coursehero.com/file/41025273/Research-English-2docx/
Reynolds, A. J. & Wlaberg, H. J. (1992). A structural model of science achievement

and attitude: An extension to high school. Journal of Educational Psychology,
84, 371-382.
Reynolds, A. J. & Walberg, H. J., (1991). A structural model of science achievement.

Journal of Educational Psychology, 83, 97-107.
Rhalis, J. (2016). The impact of Part-time job in academic perfromances. Dubai:

Jennifer Rhalis.
Robotham, N. (2012). Part - time Job as Financial Support for Students.

Netherlands: Nathaniel Robotham.
Schill et. al (1985). Estimated that those working less than 20 hours per week had
higher GPA's as opposed to those whodid not work or worked more than 20
hours. Dubai: Schill.
Steinberg et al, (1982). Found that first-time workers spent less time on homework
and had lower GPAs. Dubai: Steinberg.
Walberg, H. J. (1981). A psychological theory of education productivity. In N. Gordon

& F. H. Farley (Eds.), Psychology and education (pp. 81-110). Chicago:
National Society for the Study of Education.
Walberg, H. J., Fraser, B. J., & Welch, W. W. (1986). A test of a model of

educational productivity among senior high school students. Journal of
Educational Research, 79, 133-139.
Walberg, H. J. & Tsai, S. (1985). Correlates of reading achievement and attitude: A

national assessment study. Journal of Educational Research, 78, 159-167

Practical Research Humss

Uploaded by

Document Informationclick to expand document information

Copyright:

Available Formats

Practical Research Humss

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Practical Research Humss

Uploaded by

Copyright:

Available Formats

Repulic of The Phillipines

CARAGA Administrative Region

IMPACT OF PART – TIME JOBS TO THE ACADEMIC PERFORMANCE OF

In Partial fulfillment of Grade 11

Rene Andrew S. De Guzman

THE PROBLEM AND ITS SETTING

busy student's schedule. When students do successfully plan out-of-school events in

considered, a student will sacrifice homework and actually be encouraged not to

participate in school clubs and sports if working part-time (Rhalis, 2016).

beneficial balance of school and extracurricular activities as well as employment can

be productive, it is very difficult to maintain. If a student is intending on going college,

in the academic performance of a student. However, few studies have examined if

of selected students of Jacinto P. Elpa National High School.

Walberg and the theory of educational productivity. One variation of the

Carroll model is Walberg’s (1981) theory of educational productivity (Walberg, 1981).

(Walberg, 1981). Walberg’s model extends beyond earlier models of academic

learning by examining out-of-school influences and social-psychological variables

stimulating psychological environment, both within and outside the classroom

(Fraser, Walberg, Welch, & Hattie, 1987).

and reading cognitive subtest scores on the National Assessment of Educational

attempted to keep the age variable as a constant. Motivation or self-concept, in the

Walberg model, is operationalized as scores on personality tests of the student’s

willingness to persevere intensively on learning tasks (Walberg & Tsai, 1985).

experience, examine instructional factors (Fraser et al., 1987). Quantity of instruction

quantity of instruction through reports of weekly homework and class attendance

Others have measured quantity of instruction as time on mathematics homework in

school and outside of school (Ma & Wang, 2001).

Quality of the instructional experience includes psychological and curricular

experiences, and can be seen as the appropriateness of the instructional experience

The final variables: home environment, classroom or school environment,

peer group environment, and mass media, are characterized as environmental

interest in school and in science (Mathiasen et al., 1984), parental education

Walberg et al., 1986). Classroom and school environment, including classroom

percentage of students who continue toward a bachelor’s degree or take additional

classroom and school environment through student reports of feeling put-down by

found the included variables to be good predictors of learner achievement across

(Walberg, 1981), a more complex distal-proximal model has been found to

demonstrate better fit in subsequent studies (Mathiasen et al., 1984).

Impact of part time impact of part –

Figure 1: Schematic Diagram of the Study

come-up with possible intervention program.

STATEMENT OF THE PROBLEM

academic performance of selected SHS students of Jacinto P. Elpa National High

School. Specifically, it aims to answer the following questions:

1. What is the demographic profile of the students in terms of;

1.1 Name (Optional)

1.3 Year/ Grade Level / Strand

3. What is the impact of part – time job to academic performance of the

4. Is there a significant difference on having part – time job to the academic

performance of the SHS students?

5. What are the possible intervention programs to the study?

SCOPE AND DELIMITATION

performance of among selected SHS students of Jacinto P. Elpa National High

necessary information needed.

SIGNIFICANCE OF THE STUDY

to maintain academic performances and school works throughout being a working

their school works at the same time working.

part –time jobs in the academic performance on students.

Cognitive subtest. involves tests to thinking, conceptual, language testing, problem