The potential benefits of using a qualitative phenomenological approach include gaining deep insights into students' personal experiences and understanding the nuanced challenges they face managing part-time work and academics. This approach can identify unique interventions tailored to their specific needs. However, limitations include its lack of generalizability due to the small, non-random sample and the potential for researcher bias during data collection and analysis. Additionally, the focus on subjective experiences may limit the ability to produce widely applicable solutions .

Researchers plan to gather data through interviews using open-ended questions, allowing participants to express their personal experiences in depth. These interviews will explore how students manage the balance between work and academic responsibilities. The collected data will likely be analyzed thematically to identify common themes and patterns that capture the essence of students' lived experiences in managing part-time work and academic performance .

The study aims to identify challenges such as poor academic performance, delayed graduation, and mental health issues that students may experience when juggling part-time work with academics. It seeks to understand the difficulties that affect students' ability to perform well academically while managing job responsibilities, and to find potential interventions to mitigate these challenges .

The phenomenological approach is appropriate for this study as it seeks to understand and describe the lived experiences of individuals, specifically how students balance part-time work with academic responsibilities. This method involves gathering detailed personal accounts that provide insights into participants' perspectives and experiences. It is particularly suitable for exploring complex human experiences and social phenomena, as it allows for in-depth understanding of the subjective motivations and challenges faced by students in this context .

The findings could influence local and global understanding by highlighting common challenges students face when balancing work and study. Locally, educational institutions may develop specific support systems addressing the unique needs of working students, while globally, it may inform policies promoting flexible academic programs and work arrangements. Understanding these dynamics can lead to broader discussions on managing student workloads, potentially influencing educational strategies and labor policies worldwide .

The study addresses local significance by focusing on students in Davao Del Sur navigating part-time work and academics, a common situation in the area. Globally, it reflects broader concerns as many students worldwide experience similar challenges. The study’s insights could inform global dialogues on educational and labor policies, influencing how institutions and governments support dual roles of students. It highlights the universal need for systemic adjustments to support students' educational attainment and well-being .

The study contributes to filling gaps by exploring firsthand experiences of working students, identifying specific challenges and effective coping strategies. It aims to uncover patterns and factors influencing academic performance under the pressure of part-time jobs, offering insights into potential interventions to improve educational outcomes for working students. This can inform policies and support systems tailored to address the unique needs of this demographic .

Researchers should be cautious about the study's limited generalizability, as it focuses on a specific demographic: undergraduate students aged 18-24 with part-time work experience at Davao Del Sur State College. The small, non-random sample and reliance on self-reported data can introduce bias and limit broader applicability. Additionally, the subjective nature of phenomenological analysis could lead to differing interpretations of the same data, requiring careful consideration of researcher influence and potential biases .

Potential interventions could include creating flexible class schedules and work arrangements, providing academic support services tailored to working students, and developing mental health resources to address stress and burnout. Institutions might also implement mentorship programs connecting students with peers or professionals who have successfully managed similar situations, thereby providing guidance and strategies for balancing responsibilities .

The age range (18-24 years) and educational settings of undergraduate students at Davao Del Sur State College might influence the outcomes by providing insights specific to early adult experiences and transition phases from education to work. These factors may affect students' time management skills, maturity level, and coping mechanisms. The specific institutional context may also shape the resources available to students and the cultural attitudes towards education and work balance, potentially impacting their experiences and the study's findings .