Assessing the Experience of College Working Students

ABSTRACT
This study will explore the diverse experience of students who work and study at the same time,
giving insight into the obstacles and techniques related with efficient time management. As the
current economic landscape evolves, many people are combining the obligations of a full-time
job while pursuing higher education, through academic programs. They will be asked on how
they handle the struggle they encounter. How they cope and deal with the different difficulties.
The purpose of this study is to investigate the experiences of working students while studying.
The researcher will use a quantitative study design to achieve the desired outcome for this study.
The method that will be used is questionnaire/survey, for the data analysis the researcher will use
a statistical tool, to determine the result. The findings will show how the students have been able
to handle and manage their time well. How they enjoyed and were happy with what they were
doing. Moreover, it shows that self reflection also helps them when they struggle in overcoming
their problems. Financial support is also the reason why there are students who're working while
studying so they’ll be able to support their needs and other problems they’ve encountered along
the way.

Keywords: coping mechanism, financial support, problems, self-reflection, student experiences,

time management

INTRODUCTION
Background of the Study
According to the research of Radhika Kapur from the University of Delhi (2018), Time
management is a skill that people of all ages and backgrounds need to acquire. Whether
balancing the obligations of school, the workplace, a career, or housework, stress can be avoided
with efficient time management. The importance of techniques, successful execution, and time
management is emphasized in Kapur's case study manuscript.

In a study published in the Journal of College Reading and Learning in 2018, the focus is on the
pivotal role of effective time management in students' college success. Many postsecondary
learning centers provide services to help students assess and enhance their time management
skills. This particular study, conducted within a college success course, gathered insights from
assignments to explore different aspects of students' behaviors and attitudes related to time. The
examination included indicators such as goal-setting, prioritization, mechanics of time
management, organizational preferences, and procrastination. The research also looked at the
total hours students tracked in various categories and patterns of time use over a seven-day
period. The findings not only provide insights into the overall tendencies of the group but also
highlight differences between students on academic probation and those who are not, offering
practical implications for educational practices.

This article explores Time Management, covering ideas, theories, and relevant research, with a
focus on how it affects the balance between work and study. The author conducted a personal
study using behavioral techniques like positive reinforcement and tracking frequency, following
the "Pickle Jar Theory" of time management. The findings suggest that combining a time
management program with these techniques was effective. This piece is a helpful guide for
individuals, especially students and workers, looking to improve their study and work habits for
a more balanced life. It was published in the Veridian E-Journal at Silpakorn University in 2017
(Volume 10, Issue 5, pages 20-34).

In a 2013 study conducted by Ashley Twehues, documented in the Encompass Digital Archive at
Eastern Kentucky University, the focus is on understanding how undergraduates' success in
college relates to time management and their perception of controlling their time. Despite
achieving good grades, students often find it challenging to strike the right balance between
maintaining a high GPA, participating in extracurricular activities, and building a career-related
employment history. The study delves into how students optimize their time for success in
college. Notably, existing literature indicates that students actively engaged in on-campus
activities, encompassing academics, extracurriculars, and employment, tend to achieve greater
success, primarily due to their perceived time management skills. Moreover, the research
suggests that success in college isn't solely dictated by specific time management behaviors but
significantly hinges on students' perceptions of having control over their time, regardless of the
extent of their involvement in both school-related and non-school-related activities.

In 2008, Tania Ang of Auckland University of Technology conducted a study that examined the
growing awareness of work-life balance, particularly among students who are balancing
part-time jobs with full-time coursework. The study focused on how undergraduates balance
jobs, school, and social obligations; it identified problems like missed classes, health problems,
stress, and lack of sleep. Students emphasized the advantages of employment, such as skill
development and cultural immersion, despite these difficulties. The study underlined how
important it is to comprehend today's society's financial challenges faced by students.

Statement of the Problem

This study aims to know how students balance their time management in terms of being a
working student at University of Mindanao with the variables of;
I. I. Academic Experience
I. II. Workplace experience
I. III. Social Experience
Research Questions
1. How do working students perceive the importance of effective time management in balancing
academic and work responsibilities?
2. What are the effects of working while studying into the academic excellence of students in
school?
3. How does students at University of Mindanao balanced work and studies and apply time
management?

Theoretical Framework
The pickle jar theory of time management. The pickle jar hypothesis will help people visualize
priorities as well as the number and quantity of jobs that can be done (Klim's, 2010). It also
explains the strategy that will assist one in managing his time in order to succeed in school
(Okorie, 2014).

This idea was developed by Jeremy Wright (2002). He examines how people use the limited
amount of time they have each day using the analogy of an empty jar. These methods will teach
pupils how to manage their time and spend it wisely on valuable activities. The Pickle Jar
Hypothesis claims that there is a preference scale. It entails making plans for all activities and
organizing them according to their importance, which can assist persons in completing crucial
chores while still making time for the little things that make life joyful. According to the theorist,
if students prepare and make cautious selections about how to manage their time schedule, they
will be able to complete significant chores while still making time for minor activities.

According to Nweze (1995), the fundamental concept of time is that it is a separate and inelastic
resource. Everyone has the same amount of time, but how they spend it differs. According to the
pickle jar hypothesis, there should be no time management imbalance. According to the theory,
time management balances all of one's activities; consequently, students should ensure that time
is allotted to the most important demands first, followed by the less important ones.

According to the findings of the current study, the pickle jar theory provides the most
comprehensive explanation for how time management influences students' academic
achievement at the University of Mindanao. When the study is completed, the researcher will
have investigated the components of time management abilities that influence students' academic
development and will make recommendations.

REVIEW OF RELATED LITERATURE

There is a lot of variety of studies that shows the impacts of part-time employment on full-time
students. Based on the research of Manthei and Gilmore (2005), for instance, considered that
working part-time leaves less allocated 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. 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
excellence of the students (Hovdhaugen, 2015; Creed, French & Hood, 2015; Darolia, 2014)
As reported by Steinberg et al. (1981), engaging students in part-time and some full-time
working students are progressively a existing and common phenomenon. As also stated in a
study 30 years ago, working while studying provides students with a quite naturally an indication
of the requirements that will be needed to function effectively in one's later career (Schill,
McCartin, & Meyer, 1985). In recent years, further studies found that students who are working
part-time can easily develop team cooperation, customer care, communication, and practical
skills (Lucas & Lammont, 1998; Curtis & Lucas, 2001).

Working students are inextricably linked to their ability to manage time for both work and
studies effectively. Students must concentrate on their studies to improve their grades. They
cannot, however, devote all of their time to studies because they must support themselves. They
should be able to focus on their work because their job will help them continue their studies.
Poor school performance may result from failure to strike a balance between work and studies.
As a result, they must assess whether they can effectively manage their time to perceive
themselves as efficient students. While efficiency refers to the proper execution of specific tasks,
effectiveness refers to selecting the right job to be done well Mohamed, Hamal & Mohamed
2016 [24].

In the study of Curtis and Shani (2002), they believed that students who are working part-time
would most likely 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 students' lives. They should introduce an element of flexibility as a mean of
structuring assignments and course requirements to support this (Curtis, 2007). Positively,
perhaps students might obtain personal transferable skills, enhance employability and increase
confidence in the world of work (Watts & Pickering, 2000). However, negatively, students who
are working part-time tend to achieve poorer marks compared to their classmates who are
studying full-time. In particular, a part-timer working student is a common phenomenon.
Jogaratnam and Buchanan (2004) suggested that universities have a moral requirement to more
effectively understand and manage the stressors experienced by students studying full-time and
working part-time. Perhaps, providing appropriate training for students would be an alternative.
Universities who are struggling with the debates regarding the cost or validity of practical skills
training might be able to take advantages of the synergy that exists as a means of solving these
tensions.

Working students face adverse effects, such as their academic performance being affected by
their finances (Coral et al., 2020) and due to high tuition, some parents need help to send their
children to schools (Curambao et al., 2015). Many college students took on part-time jobs to
finance their studies (Magsumbol, 2021).

Full-time students generally needed more time to study, finish the given tasks, feel stressed, and
sleep less than required (Beer & Bray, 2019). Mounsey et al. (2013) noted that working students
showed more anxiety and stress levels than unemployed students. Time management and
prioritization issues have hindered their academic successes. The plight of the working students
was emphasized to incite relevant findings of this study.

Many students work while attending school, and these working students realized that handling
their twin duties has positive and negative consequences. In fact, Filipino full time workers who
decide to work part-time face various hurdles (Yanbarisova, 2015). Burgos et al. (2020) added
that college students experience obstacles in their careers, schools, money, and personal life,
putting working students in a situation where they are more likely to drop out. Students who
work full-time and study full-time were compared, and found that there is a lesser chance for the
former to graduate than the latter (Hovdhaugen, 2013).

Concerning academic performance, empirical studies have generally looked at the impact of
working while studying on academic achievements in terms of time-to-degree and credits/mark
obtained. Using different methodologies and identification strategies -in order to take also into
account endogenous self-selection into working activities- general findings point out a negative
impact of pre-graduation working experiences on academic achievements (Theune 2015,
Darolia, 2014, Triventi, 2014, Body et al. 2014, Avdic and Gartell, 2015, Wenz and Yu, 2010,
Stinebrickner and Stinebrickner, 2013). Nonetheless, the academic penalization due to working
while studying seems to depend on working time, as reported by Triventi (2014), Darolia (2014)
and Body et al. (2014). Their results show that academic achievement is dampened especially
when students perform full-time jobs, while the impact of part-time or low-intensity jobs seems
to only marginally affect students' academic achievements. Consistent evidence has been
obtained also from studies considering the amount of working hours, which highlight that the
negative impact on academic performance increases with work intensity (Wenz and Zu, 2010,
Callender, 2008, Beffy et al., 2013). Hence, the impact of working while studying on academic
achievements changes when different working intensities are tak into account.

The identified academic challenges of working scholars are financial, social, psychological,
teachers’ factors, and classroom environment. It revealed among these factors that working
scholars were mostly challenged in the financial aspect, with a general weighted average mean of
3.49, followed by the psychological aspect (3.28 WAM). However, the least challenge
considered by the respondents is the teachers’ factor, with a 2.73 weighted mean. It is obvious
from the result that the scholars are working while studying due to their low economic condition
and the need to support their academic pursuits. College students choose to study while working
due to poverty and the provision of their needs as students (Dias, 2021). Carnevale & Smith
(2018) confirmed that low-income working learners face a distinct set of challenges. Their
decisions about the types of colleges to attend, the kinds of majors and degrees to pursue, how
many hours to work, and the methods they use to finance their education are correlated closely
with socio-economic factors such as household income and their parents’ level of education.

Sleep is one constant that college students lack. A recent article shows that 50% of students
surveyed at a university is sleep deprived. An average amount of students has a range of from
difficultly falling asleep to difficulty staying asleep. This lack of sleep syndrome is known has
sleep phase syndrome is an important problem students face at school which affects them from a
range of academic performance. Sleep is a necessity but the lifestyle college students acquire
from coming into universities affects them severely. (“Delayed Sleep and Sleep Loss in
University Students”,2015
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Logsdon, A. (2023, October 28). Time management for working students. Verywell Mind.
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