SAN CARLOS COLLEGE

MABINI ST., SAN CARLOS CITY, PANGASINAN

A.Y. 2022-2023

THE EXPERIENCES OF WORKING WHILE STUDYING;

CHALLENGES OF GRADUATING BSA STUDENTS

In Fulfillment of the Final Requirement

for Functional English II

Researchers:

Bañez, Gregor Arwyn

Bulatao, Queenethfer Ruth

Cardeño, Samuel

De Guzman, Anthony

De Guzman Judy Ann

Garcia, Warren

Lomboy, Daniel

Muñoz, Patricia Lee

Solomon, Rhovic Kiel

Submitted to:

Mr. Julius Fermin

Functional English II Instructor

May 2023
 Table of Contents

Page

TITLE PAGE…………………………………………………………… i

CHAPTERS

CHAPTER I

BACKGROUND OF THE STUDY ………………………………... 3

Statement of the Problem……………………………………... 5

Purpose of the Study............................................... 6

Research Question................................................... 6

Significance of the Study ……………………………………… 7

Scope and Delimitations of the Study ……………………. 8

Theoretical Lens ‘………………………………………………… 8

CHAPTER II

REVIEW OF LITERATURE

Local Literature ………………………………………. 11

Foreign Literature ……………………………………. 17

Findings …………………………………………………. 21

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 Chapter I

BACKGROUND OF THE STUDY

Working while studying is mostly motivated by financial necessity: to make

up for losses in various forms of understudy support; to supplement income to

provide a better understudy knowledge; or to support future goals. Additionally, it

gives students the opportunity to share responsibility for paying for their education

costs, gives them a sense of financial independence, and develops account

management skills in them. In order to gain a deeper understanding of the reasons

people choose to work, the kind of jobs they take on, and the benefits and

challenges of working while pursuing higher education (HE), this new study builds

on findings from the SIES (Williams, 2014). In order to aid them with their studies,

eight out of ten (77%) understudies are now working part-time, according to a study

performed by Endsleigh (2015). The most difficult part of being a working student is

probably finding a balance between your social life, family time, schoolwork, and

work. Your stress levels can be reduced ten times by learning how to manage the

pressure that comes with being a working undergrad and making sure you get at

least one night off each week (Mitchell, 2016).

Despite their financial difficulties, students are nonetheless able to support

themselves through employment. Online jobs, paid corporate internships, fast-food

crew positions, and school jobs are the job alternatives for Filipino working students,

according to The Working Student (2016). In order to keep their jobs and maintain

academic performance, Filipino students struggle. According to the most recent data

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from the Commission on Higher Education (CHED), there are currently around

216,000 understudies in the Philippines juggling school and work. Working students

make up about 8% of all college students in the Philippines (ABS-CBN News, 2010).

Only half of working students can complete college, according to CHED (2010).

The results of the Williams (2014) study show that students labor because

they have a financial need, to fulfill an urgent or basic need, and to support their

fellow students in achieving their long-term goals. This was corroborated by a study

conducted by Furr and Elling in 2002, which found that students' part-time

employment was motivated by financial difficulties. In addition to these causes,

working while in school has negative effects, as shown by the findings of a study by

Darolia (2014), where understudies do worse academically due to work obligations.

As a result, the students were less confident about enrolling, dropped out, and

started looking for permanent employment. According to U.S. Bureau of Labor

Statistics (2013), 34.1percent of high school students that graduated between

January and October 2013 are now part of the workforce.

The majority of studies on working students are carried out at academic

institutions in industrialized nations, however these studies lack information on how

working students deal with problems in their daily life. According to the research of

Ruhm (1997), it is important to comprehend the effects of working students on

society because, as the rate of working students reached an abnormal level, job-

hiring began to demonstrate the unfavorable effects that were attributed to it since

it reduces academic performance and instructional fulfillment, especially among

young workers without school training. However, if employment at a young age

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turns out to be advantageous for the economy. The high percentage of working

students could thus contribute to the profit gaps that were later discovered. In order

to properly study the experiences of working students and comprehend what a

working student is, researchers must be able to recognize the gaps in this work

because there are numerous possible conclusions.

This study investigates how students devise strategies to make the most of

their time when working and studying. The aforementioned study also seeks to look

into and identify students' experiences at work. They are only beginning to realize

how difficult things are. The issues they run into follow. Then, how do they handle

and overcome such challenges. Finally, I'll provide a potential solution that could

soon benefit the working students.

Statement of the Problem

This study aims to determine the experiences of working while studying

of graduating BSA students in San Carlos College

Specifically, it seeks to answer the following questions:

1. What is the profile of the respondents in terms of;

i. Age

ii. Sex and,

iii. Health Status

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 2. How does being a working student affect your academics?

3. What are the time management practices of working students?

4. How do working student manage their time?

Purpose of the study

This study aims to investigate the experiences of working students, on how

difficult their encounters are, to identify the key distinctions between working and

non-working students. The next step is to acquire pertinent information on how

working students dealt with their challenges. The study also tries to understand the

driving forces of working students. Lastly, to fully understand what it is like to be a

working student and to assist the students in understanding what it entails to work

while studying. The overall goal of this study is to understand the whole scope of a

working student's life.

Research question

The proposed research has questions that must be answered by the

respondents and is summarized as follows:

1.What difficulties do students encounter when working while studying, and how do

they overcome the problems?

a. What are students’ perceptions of working while studying?

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 b. What are the advantages and disadvantages of working while studying?

c. What advices and recommendations do you have for students who are

working while studying?

Significance of the study

Teachers

The most important beneficiary of this case is the teacher for them to be

aware of the situation of their students and be considerate who are making at the

same time attending school.

Working Student

This study will help them to cope up with their struggles both in work and

studies and at the same time they will become successful in both fields.

Future researchers

This study will also be benefited to the next researchers who want to study

this topic and also it will be a guide for them to enhance the research for better

results.

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Scope and Delimitation of the Study

This study attempts to determine the experiences of working while studying;

the challenges of graduating Bachelor of Science in Accountancy students in San

Carlos College and what are the coping strategies was used to deal with these

challenges as it affects their life as a student, an employee and a citizen of the

country. The researcher was delimited to the Bachelor of Science in Accountancy

graduating working students of San Carlos College. Questionnaires was distributed

to the students for the school year 2022-2023.

Theoretical Lens

The phenomenon of young people who engage in part or even full-time work

during their studies is becoming regular all over the world. In the end, students will

be prepared for their future professions through employment. These data will be

analyzed and justified on the basis of specific theories, although common

experiences make up most of the information in this study.

The study takes account of this Moral responsibility theory of P.F. Strawson,

Sociobiology Theory of Edward Wilson, the Existential Theory of Soren Kierkegaard

and Friedrich Nietzsche.

In 1962 the Moral Responsibility Theory of P.F. Strawson was published the

results of each action in terms of both positive and negative outcomes are presented.

It can be defined in philosophy as the status of a moral worthy praise, reward, or

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blame. punishment for an act committed or neglected by virtue of one's moral

obligations Accompanying these are three essential elements: accountability,

freedom and results. that can be either praiseworthy or blameworthy.

The benefits and drawbacks of life in the work are shaped by this theory.

students. As indicated by Watts and Pickering (2000), working part-time and There

are a number of good outcomes for full time study, as well as respondents in

general. In order to survive in modern times, they view part time work as a

necessity. education sphere.

Nevertheless, there might be pressure for students due to the demands of

study and academic work like completion of tasks in a certain time or uncertainty

about finances. The work plus studies makes these hardworking students sleep

deprived, and sleep deprivation increases the risk factors of insomnia and damage to

brain function. In the long run, it will be harmful for health and wellbeing that

working students are exposed to excessive workload even though they receive a

satisfactory salary.

In addition, the Sociobiology Theory of Edward will be used in this study. In

1975, Wilson wrote a book that discussed the relationship between social behavior

and Darwin's theory of evolution. It examines the hypothesis that some of a person's

behavior is influenced by natural selection. Natural selection is a process in which,

on the basis of the effect of a specific attribute, different biological characteristics

become more or less normal. In addition, social biology examines and demonstrates

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the fact that it may be because of their own genes that we have a concept of human

behavior parents.

This theory gives shape to this study in a way that it helps to offer a valid

point over the circumstances that surround the research participants which have

urged the decision to be a working student to afford education. It will also aid in the

comprehension of the behavior of the students as they adapt to what a certain thing

adequately fit in that precise social change whether their determination is genetically

passed or environmentally-circumstantial. It is through this theory that the

experiences and characteristics of the participants are given meaning and

importance in their decision-making process.

There are two parts to the existential theory; one is a religion perspective,

that says human freedom has been affected by their beliefs. Second, there's a

psychological perspective that says everyone's got a different mind and will,

whatever they decide, it's up to them. Working students hold legal rights and their

own practices which correspond to their wishes for the purposes of this study.

In the further understanding of existence theory, it will be helpful. In such

cases as students, a cessation of studies might be necessary to remain at work or

starting to study to stop working and, in some cases, to do both at the same time.

Existentialism needs to focus on human will and support the factors that have an

impact on working students' choices and perspectives.

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 Chapter 2

REVIEW OF RELATED LITERATURE

A. Local literature

The Commission on Higher Education (CHED) reports that approximately

Currently, 216,000 students in the nation are giving false information about their

studies, employment, and This percentage represents around 8% of all college

students in the nation. CHED the majority of today's working students are involved

in the food industry, entertainment, and aside from their regular jobs as research

assistants and librarians, they also work in sales. "One of due to the current financial

situation, students require additional revenue. Officer-in-charge of the executive

director's office of CHED, Atty. Julito Vitriolo. Additionally, he noted that due to rising

commodity and tuition costs, these students are required to work alone. According

to the CHED, only half of working students complete their degrees because they

cannot adjust and is unable some students prioritize their schoolwork despite their

health, whereas others don't continue due to monetary issues. Working students are

advised by CHED to pursue employment that are less demanding and more closely

related to their courses so that they can comfortably work.

As many studies suggested, indeed a combination of full-time studying and

part time working can cause a damaging effect on the physical and mental health of

students. It can create a negative impact on academic performance (Hovdhaugen,

2015; Creed, French & Hood, 2015; Darolia, 2014). In the study of Curtis and Shani

(2002), they believed that students who are working part-time would most likely

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miss lecturers with a lot of lessons to catch and feel that they could achieve higher

grades had they not been working. For that reason, universities should be aware of

contemporary. a student's life. This is supported by assignments and course

requirements (Curtis, 2007). Perhaps students will develop transferable abilities that

will improve their employment can boost self-assurance in the workplace (Watts &

Pickering, 2000). Negatively, students who work part-time typically receive lower

grades compared to their peers who are full-time students. especially a part-time

employee. Working students are a frequent occurrence. Buchanan and Jogaratnam

(2004) argued that institutions have a moral obligation to operate more efficiently

recognize and control the stresses that full-time students endure and part-time

employment. Maybe giving pupils the right instruction would serve as a substitute.

Universities that are having trouble with the discussions around the price or

practicality of talents development may be able to benefit from the using the

synergy that already exists, these conflicts can be resolved.

Factors affecting working students

Elisabeth Hovdhaugen's (2015) research highlights the fact that there are

numerous reasons why students could quit a particular university before receiving

the one of the most frequently stated examples of completeness is getting engaged

to work and academic study. This report analyzes the data using survival analysis to

assess the job status's effects on dropout rates. It indicates that the status of

employment has an impact on dropout rates for students who are less likely to finish

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their program because they work full-time jobs in addition to attending school full-

time for a short time, part-time, or not at all. But it appears that putting in more

effort more than 20 hours a week raises the likelihood of dropping out by the same

amount as working full-time. The amount of work that students can handle has a

limit. incorporating employment Including status in the study had no impact on the

influence of the known factors such as gender, grades, and social background on

dropouts, but it also contributes to further describe the types of pupils who might

drop out. Thus, models are indicated for retention and dropout must also consider

these outside reasons while justifying, not only Just think about what occurs at the

university, such the student departure model.

Marcia Devlin, Richard James, and Gabrielle Grigg (2008) claimed that

Higher education funding arrangements are evolving, and there is a move "User

pays" is the primary factor governing the new dynamic between students and

Australian universities. According to the Centre for the Study of Higher Education in

2007, Australian University Student, a national study that was commissioned by

(CSHE) Final Report of a National Survey of Students in Public Universities: Finances

2006. This page presents the project report and analyzes some of the findings

related to expectations and involvement of students to paint a concerning picture of

financial jeopardy, involvement in employment for compensation and investigates

potential impacts on higher education.

According to Sandra Franke (2003), the average of over 4 hours a day to

their education and about 7 to 8 hours of entertainment finds young people whose

primary activity is attending school devote. Men spend more than half an hour than

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women on rest and about half an hour more on unpaid work. In comparison to

groups with other age, students who are in school still have the time for personal

care and could sleep 9 hours a day. There has a considerable impact on a student's

time by adding a paid job to students. In the midst those with paid employment,

female students spend an average of one hour daily which is less than male students

on their jobs (0.7 hours as opposed to 1.9 hours each day). As a means of preparing

for their entry into the workforce, male students lower by 1.5 hours, during their

spare time. Contrarily, female students sleep for around a half-hour less each night.

However, about the same amount of money is donated by men and women time for

productive pursuits (work, studies, and volunteerism), because women students

work an additional one and a half hours unpaid, for a total of 1.4 hours in terms of

daily hours.

Based on the study of Rajeev Darolia (2014), there are a growing number of

students in college that are working and to a greater extent. Using nationally

representative data from the 1997 National Longitudinal Survey of Youth, he

analyzes the different effects of working on grades and credit completion for

undergraduate students in the United States. There are strategies to identify the

causal relationship between working and academic performance including student-

level fixed effects to control for permanent, unobserved characteristics that may

affect both work and study intensity, and system GMM models to account for

potentially endogenous relationships between both aspects that vary over time. He

examines that with a particular focus on differences between full-time and parttime

students, consequences of working for diverse subgroups will deal with it. He also

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discovers no proof that the harming students’ grades are being negatively impacted

by marginal full-time students take fewer credits every term despite putting in more

work hours expanding work

Effects of working while studying

Pascarella and Padgett (in Lederman 2009), sought to examine the effects

of work on academic performance and observed how students who devoted their

time into on- and off-campus work contributed on the students critical thinking,

moral reasoning, socially responsible leadership, and mental well-being. Results

revealed that working 20 hours and more had a positive effect on students'

psychological well-being, and students who worked off campus also trended

positively on leadership skills. Work did not have much bad effect on cognitive type

outcomes like moral reasoning and critical thinking, but work has a positive result on

things like psychological well-being and leadership even when one is working a ton

of hours. Findings further showed that there were significant differences in the

impact about students who entered college with various academic prowess

combined with much more can damage students who received lesser scores on

college admissions tests. Working between one and ten hours a week on campus a

beneficial impact on high-ability pupils' critical thinking, but a significant detrimental

impact influence on students with limited ability.

Kavarana (2013), discovered that there was an increase in the number of

working students, can be attributed to a desire to minimize loans and debts.

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Students felt the need to limit their borrowing and therefore earn more of the tuition.

Another benefit lies in the feeling of self-achievement and self-satisfaction that is

achieved through challenging oneself with double the workload and two different

lifestyles. It is all about pushing oneself to the limits and proving to the world that

one can manage their time in the best possible way and make the most of it by

working and studying at the same time. It also believed that such an attitude

reflects the abilities of hard work and determination in people, which are qualities

that a corporation normally seeks. Whether it has to do with financial matters.

According to Alli (2010), future employability chances are impacted by a mix of the

foundation of success is collaborative learning and working, which It depends on

one's future and career.

Pike in Lederman (2009), found that there are several amounts of on and

off-campus work that directly influenced students' self-reported grades and indirectly

affected their levels of engagement in academic activities. Working more than 20

hours a week has huge impact on students' grades, whether the employment is on

campus or off. As reported, students who work 20 hours or less, on and off campus

have similar grades as do students who do not work at all. The indirect relationships

between employment and grades, as indicated by students' levels of engagement in

"educationally purposeful activities," are more complicated. Students who work 20

hours or less a week on campus report higher levels on all five levels of engagement

used. Moreover, working 20 hours or less off- campus strengthens There are various

amounts of on and off and Pike in Lederman (2009) found that. a student's self-

reported grades and performance were directly impacted by off-campus work. their

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levels of participation in academic activities in a negative way extra effort grades are

negatively impacted by working more than 20 hours per week, regardless of the job.

Students working 20 hours or less each week, both on and off campus, it has been

reported have academic performance comparable to students who do not work at all.

b. Foreign literature

Students Experiences

According to Steinberg et al. (1981), getting students involved in the occurrence of

some full-time job is becoming more widespread worldwide. Working while learning,

as was also noted in a study from 30 years ago, gives students a chance to naturally

with a mention of the conditions that must be met for it to work in a later stage of

one's career (Schill, McCartin, & Meyer, 1985). Additional research shown that

students who work part-time can readily build teamwork, customer service,

communication, and practical knowledge are all important (1998; Curtis & Lucas;

2001; Lammont). Students can immediately interact with teachers use their part-

time employment experiences to improve and hone their academic information, drive,

and employment chances (Curtis & Shani, 2002; Curtis & Shani, 2003).

Consequently, some studies have found that combined with financial requirements

and the chance to acquire new skills will ultimately improve. Future employment

opportunities (Devlin, James, & Grigg, 2008; Harvey, 2000; (2006) Nonis & Hudson.

The findings of the research by Watts and Pickering (2000) have a variety of while

working part-time and studying full-time. Responders typically saw part-time work as

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a favorable thing essential to surviving in the modern higher education environment.

The majority of money earned is typically used for necessities of life. From the

viewpoint of part-time employment for students themselves frequently serves as an

introduction to the real world, will help them advance both personally and

professionally, especially in higher (Tymon, 2013; Tomlinson, 2007) education sector.

Higher educational establishments should look for ways to improve the degree to

which students can acquainting them with the world of employment and exposing

them too educational, part-time vocational. Numerous research has looked at the

effects of part-time employment working with full-time students based on Manthei

and Gilmore's research. For example, in 2005 it was thought that working part-time

left less desired time to study. Also, Jogaratnam and Buchanan (2004), specified that

new students who choose to do a part-time job while having full-time academic load

were most likely to suffer from stress and sleep deprivation.

The National Center for Education Statistics in America reports that in 2007,

nearly half (45%) of "traditional" undergraduates—students between the ages of

sixteen and twenty-four who were enrolled full-time in college—worked while they

were enrolled.

About 80% of traditional-age undergraduates who were enrolled part-time in

college had jobs while they were there. Concern among the instructors who work

with them and, in some cases, the students themselves about how much time they

spend working has grown over time. According to recent data, 80% of American

undergraduates were employed while enrolled in college in 1999–2000 (King, 2003).

This is an 8% rise over the class from less than a decade earlier, in which 72% of

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students were employed (Cuccaro-Alamin & Choy, 1998). Additionally, it appears

that a substantial body of research supports the advantages of not working

compared to working as a student (King, 2002; Pascarella & Terenzini, 1991).

While some of these students receive "work" as part of their financial aid

package, other students either do not receive work-study funding or find such

awards insufficient to cover the costs of attendance, as College Board policy analyst

Sandy Baum argues in a 2010 collection of essays, I edited titled Understanding the

Working College Student: New Research and Its Implications for Policy and Practice.

Some students of the conventional age group might work as a means of exploring

their career alternatives or making extra money.

According to Carol Kasworm, an adult education professor at North Carolina

State University, and other authors who contributed to Understanding the Working

College Student, work plays a significant role in the identity of other students,

especially adult students. Regardless of the motivation for working, juggling the

various and occasionally competing responsibilities of being a student, employee,

parent, and so forth frequently leads to high levels of stress and anxiety, which

decreases the likelihood that students will finish their degrees. What Effects Does

Work Have on Students' Success (?)

Some researchers have reported that "the more time a student devotes to

employment, the less he or she has for either academic or social activities" (Fjortoft,

1995). Although this may leave the students with less time, what is the impact on

college success? Some studies have looked at the effects of working on social and

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academic integration-or student engagement. This is an important component in

student behavior theory (Bean, 1985; Pascarella & Staver, 1985; Tinto, 1975) that

has long been linked with persistence (Kuh, 1995; Pascarella & Terrenzini, 1983).

Students who worked more than 20 hours per week reported significantly

fewer interactions with teachers and lower quality student relationships with peers,

according to Lundberg (2004), who looked at a nationwide sample of 3,774

responses to the College Student Experiences Questionnaire (CSEQ). Using a mixed

method approach, Cheng (2004) investigated how work affected college students'

academic and social experiences and found no discernible differences between

working and nonworking students in these areas, despite the fact that working

students' GPAs are lower than those of the nonworking.

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Findings

According to the participants' response, financial support is confirmed in their

view of working while studying, Integration of theory and practice is driven by self-

development and internal motivation among the driving forces of working while

studying at university. The findings also indicates that the participants are happy and

able to manage their time well.

Financial support is one of the driving forces of working while studying, where

they want to support themselves financially and be independent, according to the

results of the evidence gathered from a wide range of sources. Self-development is

also a driving force. They are determined to improve their own capabilities, quality of

life and learn lessons that might be useful in the future.

In addition, good time management and reflection have shown themselves to

be an effective means of overcoming the problems they face. For students with

similar conditions, the last research question was intended to ask the participants

their thoughts and recommendations. One of the suggestions is that students must

be committed and disciplined before deciding to take a job while they are studying.

Research Question: What difficulties do students encounter when working while

studying, and how do they overcome the problems?

The issue of research is focused on the problems that have been encountered.

by the participants and how they overcome the problems. The results show that

good management of time and reflection on one's own self are amongst the most

efficient ways.
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 When asked about the negative impacts of working while studying, most of

the participants said that they tend to be inefficient in managing their time causing

them to lose focus. Others, made a point about their stamina to drain drastically as

they focus on their job having no time for school works.

The participants were also asked about the effect of working while studying

on their academic performance. Result shows that their academic performance and

grade results are proportionally dependent on the time and effort they put into it.

a. What are students’ perceptions of working while studying?

As a result of responses provided by the participants, it has been established

that financial support, self-development and internal motivation to integrate

theory and practice is one of the key drivers for work while you study at

university. From the responses, it can be inferred that the participant seemed to

fully understand the reasons and motivation for working during a period of study.

b. What are the advantages and disadvantages of working while studying?

The findings showed that those who took part in it had a positive sense of

happiness and good time management. In addition, they've become more

responsible and have developed a better way of life. The replies from the

Participants are presented below in three interview questions.

c. What advices and recommendations do you have for students who are

working while studying?

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 One of the recommendations is to make sure that those who choose to work

while in school first and foremost have a high level of commitment and discipline.

It is essential, therefore, that they take care of time efficiently because this is

the biggest factor for balancing work and study at university. This is not a

simple task, as the participants agree, but it's feasible and easy to do if one

takes responsibility for his or her actions.

Money is the most important reason for students to work. It inspires students to

work harder, despite the fact that they're also studying and getting paid for it. They

also get a sense of satisfaction from working, since they're gaining on their studies.

It can also help them to manage their time fairly and efficiently by establishing the

days for study and work but there are times when they get stuck with unrealistic

deadlines caused by an excessive workload.

It's really hard to be a working student, and it comes with a lot of responsibility.

The idea that they are accountable for their actions and choices makes them feel

responsible. While working, students also have a lot of practical experience and

ideas that may help them in their personal lives as well as improve their problem-

solving skills.

The students also benefit from working alongside studying, learning about the

positive and adverse effects of work during their studies, how to overcome problems

they're facing in an attempt to earn money. When working in education it is

essential to have commitments, discipline and time management.

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The relationship between work benefits and demands and engagement and well-

being

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employment.

Hovdhaugen, E. (2015). Working while studying: The impact of term-time

employment on dropout rates.

Abenoja, et Al (2019). Lived Experiences of UIC SHS working students

Glover, D., Law, S., & Youngman, A. (2002). Graduateness and Employability:

Student perceptions of the personal outcomes of university education.

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