NAVIGATING DUAL ROLES: AN EXPLORATORY STUDY ON

THE WORKING STUDENTS LIVED EXPERIENCES

IN BALANCING WORK AND ACADEMICS

Senior High School Department

ZOSIMO A. GULLE MEMORIAL NATIONAL HIGH SCHOOL
Bagacay, Talibon, Bohol

ISAIAH JASPHER P. PATINDOL

HANNA MAE B. BITOONAN

LARAH JANE J. CUTARRA

JOHN LISTER N. GUCELA

ENGELINE Q. AMARILLE

JERICHO T. MELENDRES

HONEY MAE I. AUZA

ALDRIN L. EVARDO

ARIEL T. LOON

APRIL, 2025
 CHAPTER I
THE PROBLEM AND ITS SCOPE
INTRODUCTION
Rationale

Working while studying has become increasingly common among students

pursuing higher education. This phenomenon entails students engaging in paid
employment while currently pursuing their studies. The motivations behind working
while studying is diverse and often multifaceted, ranging from financial necessity to the
desire for practical experience, skill development, or career advancement. While some
students may choose to work to alleviate financial burdens such as school fees, living
expenses, or others. This exploratory study seeks to investigate the experiences of
working students as they juggle these dual roles, focusing on the impact on their
academic performance, personal well-being, and career development. By examining
how students cope with this balancing act, the study aims to identify the strategies,
resources, and support systems that can enhance their ability to succeed in both work
and academics. The findings of this research will provide valuable insights for
educators, employers, and policymakers to better support working students in achieving
their academic and professional goals.

National studies highlight the increasing trend of working students, with a

significant portion of the student population engaged in part-time or full-time
employment while attending school. According to a study by Valdez (2019), many
students across the country, especially those in tertiary education, rely on part-time jobs
to help fund their studies or gain work experience. In addition, Commission on Higher
Education (CHED, 2020) have shown that balancing work and academics significantly
affects students' academic performance, social life, and mental health, underlining the
need for further investigation into the coping mechanisms employed by these students.
These findings point to a broader national concern regarding the
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ability of working students to maintain their academic standing while fulfilling
work-related obligations.

In United States Jacobs and King (2002) found that students who worked more
than 20 hours a week experienced lower academic performance due to the time and
energy demands of juggling work and school. Moreover, the study also noted that these
students often faced increased stress and had less time for studying, leading to academic
struggles. Similarly, Crede and Kuncel (2008) underscored that while working up to 15
hours per week had minimal impact on academic outcomes, students working longer
hours tended to have lower grades and higher dropout rates. These findings highlight
the importance of work-life balance and the need for support systems, such as flexible
work schedules and academic resources, to help working students succeed in both their
employment and educational pursuits.

Within the context of the Philippines, several studies have examined the balance
between academics and work across different regions, but there remains a gap in
localized studies that explore the unique challenges faced by students in specific areas.
Research conducted in Metro Manila by De Guzman (2018) identified key struggles
such as time management difficulties, stress, and burnout due to competing demands.
However, findings from studies conducted in provincial regions, including Cebu
(Lazaro & Tan, 2017) and Davao (Reyes, 2020), show differences in work
opportunities, access to resources, and support systems. While these studies provide
some insight, they do not capture the nuanced experiences of students in other
provincial areas, including Bohol, where there may be specific socio-economic factors
influencing the work-academic balance.

In Bohol, the situation may be distinct due to its unique socio-economic

dynamics, tourism-driven economy, and the limited number of educational institutions
offering advanced programs. Few studies have focused on the experiences of working
students in this province, particularly in relation to the pressures they face in balancing
academic demands with work obligations. Soriano (2016) revealed within Bohol has
 3
largely focused on other aspects of student life, such as school performance or social
challenges, but there is a notable lack of in-depth exploration into how students manage
the complex roles of both worker and scholar.

This study focuses on the lived experiences of working students in navigating the
dual roles of employment and academics, specifically within the context of the
challenges and coping mechanisms they employ. Unlike existing studies that primarily
examine the correlation between work hours and academic performance, this study aims
to explore the personal strategies, difficulties experienced, and support systems that
working students rely on to balance their responsibilities. By using qualitative methods
such as in-depth interviews, it seeks to capture the nuanced, subjective experiences of
students, offering a more holistic understanding of how they manage stress, time, and
competing priorities. This approach provides deeper insights into the personal, social,
and institutional factors that influence the success and well-being of working students,
which can inform more tailored interventions and support systems within educational
institutions.
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Theoretical Background

This study is anchored on the Role Theory by George Herbert (1934), Social Role
Theory by Eagly (1987), and Existential Theory by Meriam (1828).

Role theory of George Herbert published in 1934 is a sociological and

psychological concept that examines how individuals in society assume and enact
various roles throughout their lives. It helps to understand how these roles influence
people’s behaviors, expectations, and interactions with others. Role theory has been
developed and expanded upon by several scholars over the years.

This theory helps understand how individuals manage different roles in their
lives. For working students, balancing work and studies creates challenges. The student,
employee, and personal roles can clash, leading to role conflict and strain. Effective
time management, communication, and self-care are strategies to manage these
challenges.

Furthermore, it emphasizes that individuals occupy multiple roles in society, and

these roles come with specific expectations and behaviors that shape how they interact
with others and how they view themselves. In the context of working students, this
theory highlights how they must juggle two distinct roles: that of a student and an
employee. Each role comes with its own set of responsibilities and societal expectations
—students are expected to focus on their academics and perform well, while employees
are expected to fulfill their job duties and maintain work performance. Balancing these
roles can lead to role conflict, where the demands of one role interfere with the other,
and role strain, where the individual struggles to meet the expectations of both roles
simultaneously. Working students, therefore, must negotiate and navigate these
competing roles, adjusting their behaviors and priorities in order to meet the demands of
both work and academics, often relying on time management, self-discipline, and social
support to balance the pressures effectively.
 5
Social Role Theory of Eagly in 1987 explains gender differences in behavior,
personality, and social roles as arising from cultural and societal expectations rather
than biological differences. The theory suggests that men and women behave differently
because they are socialized into distinct roles based on historical divisions of labor and
social structures.

The theory also highlights that societal expectations can differ by gender.
Traditional gender roles might influence how working students experience these
demands. For instance, female students might feel additional pressure if they are also
expected to take on caregiving or household responsibilities, while male students might
feel pressure to prioritize professional advancement. These gendered expectations can
further complicate the balancing act between work and academic responsibilities.
Working students face by highlighting the competing demands of multiple social roles.

In addition, the theory posits that individuals learn behaviors, attitudes, and
expectations based on the roles they occupy in society, which are shaped by cultural and
social norms. These roles are not only a reflection of personal identity but also a product
of the societal context in which individuals interact. In relation to working students
balancing work and academics, Social Role Theory suggests that students who take on
the roles of both worker and learner are influenced by the social expectations associated
with each role. Society often imposes specific norms about how a student should behave
—focusing on academics, attending classes, and achieving good grades—while
simultaneously expecting employees to be responsible, punctual, and productive in their
jobs. As working students navigate these competing roles, they experience role conflict
and role strain, where fulfilling the demands of one role can hinder the fulfillment of the
other. Social Role Theory helps explain how these students adjust their behaviors to
align with the norms of both roles, employing strategies like time management, role
compartmentalization, and social support to manage the expectations placed on them by
both their academic and work environments.
 6
Existential Theory which is a branch of Philosophy that focuses on the meaning
of life. Existential Theory (also referred to as Existentialism, Merriam 1828) can be
taken as a philosophical theory which means that someone’s development depends on
their choice and which emphasizes that everyone is free and responsible. It is the view
of humans that define their meaning in life and try to make rational decisions despite
existing in an irrational universe.

The Existential Theory is categorized into two perspectives. First, a religious

perspective which states that humans’ free will is affected by their beliefs. Second, a
psychological perspective which states that everyone has their different mind and will,
whatever they decide is through their own. To relate in this study, working student
possess legal rights and own action which corresponds to their will. Existential theory
will aid in further understanding of the instances such as students might even stop
studying to continue working or starting studying to stop working and even or
commonly do both simultaneously. Existentialism has a certain thing to focus in terms
of a human will and supports the factors that affect the working students’ choices and
perspective.

Additionally, it emphasizes the individual's experience of existence, freedom,

responsibility, and the search for meaning in life. According to this theory, individuals
are confronted with the inherent challenges of navigating life's uncertainties, and they
must create their own purpose and values through their choices, actions, and
experiences. In relation to working students balancing work and academics, existential
theory suggests that these students are faced with the fundamental challenge of finding
meaning and purpose in their dual roles as both workers and learners. The pressure of
managing academic responsibilities while fulfilling work duties can lead to existential
anxiety, as students confront the realities of time constraints, competing priorities, and
the need to make meaningful choices about how to allocate their energy and focus.
Existential theory highlights the importance of personal agency, as working students
must exercise their freedom to choose how to approach their responsibilities and create
 7
a sense of balance and purpose in their lives, despite the demands of both work and
academic roles. Through self-reflection and introspection, they can find ways to
reconcile these roles in a way that aligns with their deeper sense of meaning and values.

The study of Cinamon G (2018) investigated a model of the work-school

interface among working adolescents the aspects of conflict and facilitation relations co-
exist when blending work and school. Social support, number of working hours, and the
freedom to choose to work were associated with facilitation relations which, in turn,
were associated with greater life satisfaction, higher school grades, and higher academic
behavior. In addition, Sonja Nidogon Višnjic, Katarina Pažur Anicic, Blaženka Divjak
(2024) exemplified that more students are not only working but doing more hours per
week, which very likely affects their academic performance, relation between student
part-time work and academic performance, and drivers of students' decision to work.

Additionally, Lindsey (2020) recent data reveal that nearly half of all full-time
undergraduate students in the U.S. are employed, which means balancing and
competing responsibilities related to work. Students stated that working has made their
college experience more difficult and stressful. Data revealed that external factors
highly motivate students to do well in their classes. All participants defined academic
success as actually learning and understanding course content, which leads to success in
future career. Tetteh, and Attiogbe (2019) states how working university students in
Ghana are able to combine work and study and the effect of this on their academic
performance. It is found that combining schooling with work results in less time for
studies which negatively affects academic performance. Again, difficulty in finding time
for studies due to work requirements ranks the highest and finally, students receive
slightly better support from their academic institutions than from their employers.

Collins, Coffey, and Morris (2010) in United Kingdom focus exclusively on

stress, support, and well-being of social work students. Students undertaking part-time
work were subject to significantly more demands than other students. Important support
was obtained from fellow students, course tutors, and practice teachers but, significant
 8
numbers of students experienced problems with low self-esteem and emotional
exhaustion. Remenick, and Bergman (2021) posits that majority of students enrolled in
college today work at least part-time. Although the benefits of working have been noted
for years, institutions of higher education tend to operate under the assumption that
students should prioritize their academic careers over their employment. But scenarios
differ by country.

Mackenzie (2016) revealed that students develop an active role by interpreting

the expectations of the social actors from the home and work domains and from the
institution where they study and adopt boundaries with degrees of permeability that
enable a state of greater balance between these domains.

In the Philippines, Abenja (2019) states that Filipino students who work while
studying desire to develop themselves, their quality of life, and gather experiences that
they can apply in the future. The research result of Nunez and Coccaro -Alumni (2018)
found that low-income working students often had to prioritize work over school to
meet their financial needs, which could lead in a negative impact on their academic
success. In addition, a study conducted in the Philippines by Dolores Brillantes-
Evangelista and Colleagues (2015) focused in the challenges face by working students
from low-income families. The study found that financial constraints were the most
common problem face by the students which affected their ability to pay tuition fees,
transportation and other school related expenses. Similarly, according to Capparis
G.T(2019) working students in the Philippines face several challenges that can affect
their academic performance and well-being. These challenges include time
management, financial difficulties, stress, health problems, work related conflicts, and
lack of social support.

Additionally, Bañes (2023) stated that 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
 9
paying for their education costs, gives them a sense of financial independence, and
develops account management skills in them.

Stijn Baert (2018) found a negative relationship between student labor hours and
academic achievement. Indeed, increasing weekly working time by one hour is linked to
a reduction in the percentage of courses passed. According to Apolio (2018) one of the
key strategies for successfully managing work and study is effective time management.
Working students need to allocate their time wisely, ensuring that they have dedicated
periods for both work and study.

Moreover, Gozev (2024) revealed discipline identification may be solely linked

to academic outcomes, but student identification should be explored further as a
potential enhancer of social and graduate outcomes.

Furthermore, working students demonstrate remarkable resilience and time

management skills as they balance their academic responsibilities with job
commitments. This experience not only helps them develop a strong work ethic but also
enhances their ability to handle stress, communicate effectively, and solve problems.
While the demands of juggling both work and studies can be challenging, the benefits,
such as financial independence and practical experience often outweigh the difficulties.
Ultimately, working students gain invaluable life skills that contribute to their personal
and professional growth, preparing them for future success in their careers.

In this sense, it is necessary to determine the lived experiences of the students in

balancing work and academics. Thus, the result of this study will serve as a tool that
would determine the experiences of working while studying of the students in Zosimo
A. Gulle Memorial National High School and how they overcome the challenges of
being a working student. The expected result will serve as a guide of the administrators
to formulate more decisions about support programs, resources, and create a more
supportive school environment.
 10
THE PROBLEM

Statement of the Problem

This study aims to determined the lived experiences of working students while
studying and how they balance work and academics.

Specifically, this study sought to answer the following questions:

1. What are the informants’ personal strategies in maintaining balance

between work and academics as working students?
2. What are the informants’ difficulties experienced as they balance their role
as working students?
3. What are the support systems that the informants’ receive as they balance
their role between working and studying?
 11
Significance of the Study

The result of this study will merit the following:

Working Students. This study provides a platform for the working students of
Zosimo A. Gulle Memorial National High School to openly share their experiences,
offering an opportunity to voice both their triumphs and challenges. By encouraging
these students to express the realities they face in balancing their academic
responsibilities with the demands of employment, this research aims to highlight the
complexities of their everyday lives. The struggles they encounter are not only
significant but also multifaceted, encompassing time management challenges, physical
and mental exhaustion, and the constant pressure to meet the expectations of both their
academic and work roles.

Students. This study enhances their understanding of the challenges faced by

working students, fostering empathy and awareness of the additional pressures these
peers experience in balancing their academic and work responsibilities.

Teachers. This study also enhances teachers' understanding of the unique

challenges faced by working students, encouraging them to empathize with the added
pressures these students experience. By recognizing the difficulty of balancing work
and academics, teachers can become more attuned to the needs of working students,
offering greater support, flexibility, and understanding. This awareness empowers
educators to foster a more inclusive and compassionate learning environment, where
working students feel valued and supported in their efforts to succeed academically
while managing their work responsibilities.

Parents/Guardians. This study helps parents and guardians understand how

tough it can be for their kids to manage work and school at the same time, giving them
insights into the pressures of their children face, so that they can offer the right kind of
support and encouragement.
 12
Administrators. The results may provide insight to the administrators in the
experiences of working students, which can inform decisions about support programs,
resources and create a more supportive school environment.

Future Researchers. It will serve as basis or guide for the students who will
conduct related studies to the “Navigating Dual Roles: An exploratory study of Working
Students Experiences in Balancing Work and Academics”.
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RESEARCH METHODOLOGY

Research Design

To explore the lived experiences of the students in balancing work and

academics, this study used phenomenological research design. Phenomenology is
appropriate as it seeks to understand individuals’ subjective experiences, allowing depth
examination of their struggles, motivations, and coping mechanisms. Using purposive
sampling, ten (10) participants who are currently enrolled in Zosimo A. Gulle Memorial
National High School while working will be selected in which two (2) participants each
grade level are selected. Data will be gathered through semi-structured interviews,
notes, and recordings enabling participants to share their personal stories and reflections
on managing their dual responsibilities.

Qualitative research design is a systematic approach used to explore and

understand complex social phenomena by collecting and analyzing non-numerical data.
It focuses on identifying patterns, meanings, and insights through methods such as
interviews, observations, and textual analysis. This approach helped researchers gain a
deeper understanding of human experiences and social interactions.

Research Environment

The locale of the study was the Zosimo A. Gulle Memorial National High School
in the District of Talibon II. It was founded on 1995. There are fourteen (14) sections in
junior high school and there are three (3) different strands, the General Academic Strand
(GAS), Shielded Metal Arc Welding (SMAW), and Information and Communication
Technology (ICT) and seven (7) sections in senior high school. The said school is
headed by a school principal. It has a total of thirty-seven (37) teaching staffs and four
(4) non-teaching staff.

The school is well-equipped with numerous facilities to help student education

and needs. It features fully operational library, computer laboratory, science laboratory,
clinic, welding area, fourteen (14) classrooms for the junior high school, nine (9)
 14
classrooms for the senior high school welding machines, and sound system are also
visible in the said school.

Research Informants

The informants for this research are students enrolled at Zosimo A. Gulle
Memorial National High School in Bagacay, Talibon, Bohol, for the school year 2024-
2025. These students were purposively selected to ensure that the study captures the
experiences of those who are balancing both their academic responsibilities and work
commitments. A total of ten (10) students were chosen as informants, with two (2)
students selected from each grade level. To provide a comprehensive view of the
working student experience, one student from a higher section and one from a lower
section was selected from each grade level. This purposive sampling method was
employed to ensure a variety of perspectives from students who may have different
academic standings and experiences.

The selected informants were specifically chosen because they are working
students, meaning they are actively employed while pursuing their education. This focus
allows the study to gain an in-depth understanding of the unique challenges and
opportunities faced by working students at Zosimo A. Gulle Memorial National High
School. By including students from both higher and lower sections, the study aims to
gather a broad spectrum of insights, acknowledging that different academic standings
may influence their work-study balance and overall educational experience. The
purposive selection of these informants ensures that the research captures the realities of
students who juggle the dual demands of work and academics, providing valuable
information on how these students navigate their responsibilities.

Research Instruments

This study used interview guide, designed to gather detailed insights from
working students about their experiences in balancing work and academics. The guide
will consist of open-ended questions that allow participants to share their personal
 15
strategies, the difficulties they experienced from working while studying, and the
support systems they received as they balance their role as working students. The
questions will be structured to encourage in-depth responses and provide a holistic view
of the students' lived experiences. The use of open-ended questions will allow
participants to elaborate on their thoughts and share personal stories, ensuring rich data
collection.

The first section of the interview guide focused on the students’ personal
strategies used in of working while studying. Sample questions in this section include
inquiries about how students manage the demands of both work and academics. This
section aims to understand how the students’ use these strategies in maintaining balance
between work and study.

In this section of the interview guide, researcher examined the difficulties faced
by working students. Questions addressed the difficulties students encounter in
managing their time, balancing work demands with academic responsibilities, and
maintaining their mental well-being.

Additionally, this final section of the interview guide explore on the support
systems they received as they juggle these dual roles. It seeks students' input on how
these support systems help them as they balance their role between working and
studying.

Research Procedure

This section presents the data gathering procedure and statistical treatment to use
in the study.

Data Collection. Transmittal letter was sent to the school principal of Zosimo A.
Gulle Memorial National High School to inform and ask consent to conduct interview
to gather information. The researchers conducted structured interviews with ten (10)
working students that allow for personalized, in-depth exploration of their personal
strategies, difficulties experienced, and support systems they received balancing these
 16
dual roles. Interview guide will be used to gather the information needed. The
information gathered are recorded, transcribed, and analyzed to identify how students
balance work and academic demands.

Data Analysis. First, the interviews and includes transcribing the responses of the
research informants to ensure accurate representation of participants' voices. The data
then coded, breaking down responses into meaningful units, such as key phrases or
sentences that reflect specific challenges or strategies related to balancing work and
academics. After initial coding, the data are examined for recurring themes and patterns,
which are grouped into broader categories, such as time management, stress, support
systems, and coping mechanisms. These themes are interpreted in relation to the
research questions and existing literature, helping to draw insights into the complexities
of managing dual roles.

Ethical Considerations

The researcher solicited the cooperation of essential individuals to meet the

purpose of navigating dual roles of working students’ experiences in balancing work
and academics. After the informants accepted the invitation, they signed the informed
consent form, ensuring they fully understand the roles and limitation of the study.

Ethical Consideration

Beneficence. This refers to the principle of ensuring that the research benefits
participants, promotes their well-being, and minimizes harm throughout the study. The
researchers make sure to promote the well-being of others and minimizing harm—can
be incorporated by ensuring the well-being of participants throughout the research
process. This includes minimizing stress and harm by offering flexible participation
options, maintaining confidentiality, and avoiding overwhelming the working students
with additional burdens. Additionally, the research should aim to provide a benefit to the
participants, such as sharing findings or recommendations that can improve support for
working students in academic environments. By ensuring voluntary participation,
 17
protecting privacy, and responsibly handling data, the study upholds the principle of
beneficence, ensuring that it contributes positively to the participants while advancing
knowledge in a thoughtful and respectful manner.

Non-Malificence. This means "do no harm," can be incorporated by ensuring that

the research does not cause any physical, emotional, or psychological harm to
participants. The researchers make sure to be cautious about the types of questions
asked, ensuring they are not intrusive or distressing, and avoiding any topics that may
cause emotional distress related to their work or academic struggles. Additionally, the
research process should not add to the participants' stress, which may already be
significant due to balancing work and academics. By protecting participants' well-being,
maintaining confidentiality, and ensuring that the research does not exploit or harm
them in any way, the study upholds the principle of non-maleficence while gathering
meaningful data.

Justice. This emphasizes fairness and equality, can be incorporated by ensuring

that all participants are treated equitably and that the benefits of the research are
distributed fairly. The researchers make sure to select participants from diverse
backgrounds to ensure the findings are representative of the broader population of
working students, rather than privileging a specific group. Additionally, the study
should ensure that no group is unfairly burdened or excluded from participation, and
that all participants have equal access to information about the study, including its
purpose, risks, and benefits. By maintaining fairness in recruitment, participation, and
the dissemination of results, the research upholds the principle of justice, contributing to
a more inclusive and equitable understanding of the experiences of working students.

Autonomy. This emphasizes respecting individuals' right to make their own

decisions, can be incorporated by ensuring that participation is entirely voluntary and
based on informed consent. The researchers make sure that participants are fully
informed about the purpose of the study, any potential risks, and their right to withdraw
at any time without consequences. By allowing participants to freely choose whether or
 18
not to participate and ensuring they understand their rights throughout the research
process, the study upholds the principle of autonomy. This ensures that working
students have control over their involvement in the research, fostering trust and respect
for their personal decision-making.

Trustworthiness of the Research

Dependability. This refers to the consistency and reliability of the research

process and findings, ensuring that the study's methods and results would yield similar
outcomes if the research were repeated in similar contexts. The researcher will ensure
consistency and reliability at every stage. This can be achieved by maintaining a clear
audit trail, documenting all decisions made throughout the study, such as participant
recruitment, data collection methods, and any adjustments to the research design. Using
consistent data collection techniques, like uniform interview protocols or survey
questions, across all participants will help ensure the reliability of the findings.
Additionally, conducting periodic reviews and involving peer researchers for feedback
will further enhance the study's dependability, ensuring that the process and outcomes
remain stable and trustworthy.

Reliability. This refers to the consistency and stability of the results over time,
indicating that the research instruments and methods produce the same outcomes when
repeated under similar conditions. The researchers ensure methods consistently yield
stable and accurate results over time. This can be achieved by using standardized tools
for data collection, such as structured interviews or validated surveys, to reduce
variability in responses. Additionally, ensuring that data collection processes are
consistent across all participants and over time, including following the same
procedures for sampling, interviewing, and analyzing, will enhance the reliability of the
findings. Triangulating data sources or methods, such as combining interviews with
surveys, can also help confirm the consistency and accuracy of the results. Regularly
reviewing the research process for consistency and conducting pilot studies to test the
tools before full-scale data collection will further strengthen the reliability of the study.
 19
Credibility. This refers to the confidence in the truth and accuracy of the study’s
findings, ensuring that the research accurately represents the participants' perspectives
and experiences. The researchers enhance the trustworthiness of the findings by
ensuring that the data accurately represent the experiences of the participants. This can
be achieved through member checking, where participants review and provide feedback
on the data or findings to ensure their perspectives are accurately captured. Additionally,
prolonged engagement with participants, such as conducting multiple interviews or
maintaining contact throughout the study, can help develop a deeper understanding of
their experiences.

Confirmability. This refers to the degree to which the findings are shaped by the
participants' responses and not researcher bias, ensuring that the results can be verified
and traced back to the data collected. The researchers ensure that the findings are
shaped by the data rather than researcher bias or personal perspectives. This can be
achieved by maintaining a detailed audit trail, documenting all research decisions, data
collection processes, and analysis methods, allowing others to trace how conclusions
were drawn.

Bracketing. This refers to the process where researchers set aside their own
biases, preconceptions, and personal experiences to view the data objectively, ensuring
that their interpretations are focused on the participants' perspectives rather than their
own. The researchers make sure to set aside personal biases, preconceptions, and prior
knowledge related to the topic during the data collection and analysis process. This can
be achieved by reflecting on and acknowledging any personal assumptions or
experiences before engaging with participants. The researcher should document these
reflections to ensure they are consciously suspended throughout the study, allowing the
participants' voices and experiences to emerge without being influenced by the
researcher's perspectives. Regular self-reflection sessions and discussions with
colleagues or mentors can also support the process of bracketing and maintaining
objectivity throughout the research.
 20
Reflexibility of the study. This refers to the researcher’s awareness and
acknowledgment of how their own background, biases, values, and experiences may
influence the research process, interpretation of data, and outcomes. The researchers
make sure to engage in ongoing self-reflection about how their personal experiences,
biases, and assumptions might influence the research process. This can be achieved by
keeping a reflexive journal throughout the study, noting how the researcher's
background, values, or perspectives may shape the way they interpret data or interact
with participants. Additionally, the researcher can discuss their reflections with
colleagues or mentors to gain insights into potential biases. Being transparent about the
researcher's role in shaping the study's findings, and acknowledging any influence on
the data collection and analysis process, ensures that the research remains accountable
and credible, allowing for a deeper understanding of the participants' experiences
without undue influence from the researcher's viewpoint.
 21
DEFINITION OF TERMS

For better clarifications and understanding of the terms related to this study, the
following terms are defined operationally:

Lived Experiences of Working Students in Balancing Work and Academics.

It refer to the personal challenges and strategies students use to manage both their
academic responsibilities and work commitments. These experiences highlight the
emotional, physical, and social aspects of juggling work and study, focusing on the
impact of this balance on their well-being, academic performance, and overall life. It
emphasizes how students perceive and navigate the demands of both roles, developing
coping mechanisms and resilience in the process.

Personal Strategies in Maintaining Balance between Work and Academics.

This terminology refers to the coping mechanisms and approaches that working students
use to manage the demands of both their academic and work responsibilities, ensuring
their well-being and success in both areas.

Emotional Impacts of Working Students in Balancing Work and Academics.

This terminology refers to the psychological effects, such as stress, anxiety, or burnout,
that students experience as they navigate the challenges of managing both their
academic responsibilities and work commitments.

Support System that Working Students Receives as they Balance their Role
Between Working and Studying. This terminology refers to the assistance,
encouragement, and resources from family, friends, peers, employers, and academic
institutions that help students cope with the challenges of managing both work and
academic responsibilities.
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APPENDIX A
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