CHAPTER I

THE PROBLEM AND ITS SETTINGS

Introduction

Being a student and working at the same time has some

drawbacks, including the fact that there is frequently not enough time

for study, sleep, or maintaining appropriate dietary routines. According to

a study by (Gorgulho et al., 2012), one of the primary challenges faced

by working students is a lack of time to eat healthily (Gorgulho et al.,

2012) In an era where education and work are both highly valued for

personal development and economic stability, working students

increasingly find themselves at the crossroads of academic

responsibilities and part-time employment.

The dual role of managing coursework and work commitments

presents a unique set of challenges and demands that can impact

students’ academic performance, personal life, and overall well-being.

Balancing work and study is a common challenges faced by many

students. With the increasing demands of academics and the need to

earn a living, students often find themselves juggling multiple

responsibilities and struggling to balance work commitments and

academic performance. This balance raises important questions about

the strategies that students employ to manage these responsibilities

1
and the challenges they face in the process the necessity to engage in

part-time work arises from various factors, including the need to support

family finances, gain work experience, or fund personal expenses.

Most senior high school student experienced financial problems,

therefore, a lot of students work to support their education. These

students face a unique set of circumstances that require exceptional

time management skills, determination, and adaptability, also known as

working students, here at Senator Ninoy Aquino National High School.

Across the countries surveyed, an average of 39.6% of students were

employed while studying. There where nearly 64% of the Netherlands

population are working students, closely followed by Australia with a

percentage of 57.7% year 2022.(base on EUROPEAN COMMISSION)

Moreover in the Philippines in the past 2 years the range of

working student increase, according to the Philippine Statistics

Authority(PSA), the number of working students in the Philippines has

significantly risen from 872,000 in 2020 to more than 1.48 million in

2022.

2
 Meanwhile in Senator Ninoy Aquino, there is no significant total or

amount of working learners, therefore, students don’t have a concrete

evidence, leading the researchers are going to base the data to the

amount of student they will interview, as for the local statistic basis.

As students all know, one of the common problem Senior High

School students are facing today is financial problem, that leads them

to work part time or full time, while pursuing their study and to cope

up with there extra curricular activities, which is a big challenge to

those working student due to their different reponsibilities.

What are the strategies that working student used to be organized

with their time while learning and doing their duties? The importance of

studying the time management of working student is that it lies in

understanding the difficulty and experience of the student. By studying

their experiences, students can further know the strategies they use to

succeed and the struggles they encounter, like stress, exhaustion, and

limited social time.

The benefits of studying working student is that students can learn on

how to manage time and multitask, and obtain valuable knowledge and

skills.

3
That’s why it is very beneficial mainly to those student who experience

academic cramming, as the researchers gather more information about

this study a lot of student can gain knowledge knowing how to control

or organized their time. And also parents and guardian can understand

the struggles of their children, so they can provide even just emotional

support, that’s why it is very important to dig in deeper about this

study.

Statement of the Problem

This study aims to investigate the strategies and struggles of senior

high school working students Senator Ninoy Aquino National High

School in managing their time. By understanding the methods they use

to navigate their dual roles as students and employees, this research

intends to contribute to the academic community’s understanding of the

complexities working students encounter and provide recommendations

for supporting their academic and personal growth.

The central problem of this research is to explore and understand

the strategies and struggles of senior high school working students in

managing their time effectively. Specifically, this study seeks to answer

the following questions:

 4

1. What are the time management strategies employed by senior high

school working students in balancing their academic and work

responsibilities?

2. What are the common struggles or challenges faced by senior high

school working students in trying to balance schoolwork and

employment?

[Link] do these strategies and challenges impact the academic

performance and well-being of senior high school working students?

4. What coping mechanisms or support systems do senior high school

working students use to manage their responsibilities effectively?

By addressing these questions, this study will provide insights into the

experiences of senior high school working students and contribute to the

development of effective strategies and interventions to support their

academic and personal success.

Objectives of the Study

The main objectives of this research are to:

[Link] the time management strategies senior high school working

students use to balance their academic and work obligations.

 5

2. Examine the struggles or challenges these students face in managing

both their studies and part-time jobs.

[Link] the impact of these time management strategies and

struggles on the students’ academic performance, mental health, and

social life.

4. Explore potential support systems and coping mechanisms that can

help working students manage their dual roles effectively.

Significance of the Study

This study is significant as it will provide valuable insights into the

lives of senior high school working students, who often remain an

under-researched group. The findings could help educators, school

administrators, and policymakers better understand the challenges these

students face and implement strategies or programs that support their

academic success and well-being. Furthermore, the research may offer

guidance to students themselves on effective time management

techniques and coping strategies, ultimately contributing to their

academic and personal development.

Students
 It will teach students to be aware how hard it can be to be a

working learner and to learn how to take full responsibility in school.

Parents/Guardians

It will teach parents and guardians to be aware how their children are

facing struggles in school and in work and for them to give support so

that their children will be more determined to go to school and to do

work.

Teachers

The study will serve as eye opener to the teachers to give more time to the

working students to pass their requirements knowing that they have different

responsibilities outside the school.

Scope and Delimitation

This research will focus on senior high school working students

enrolled in Senator Ninoy Aquino National High School within the local

community. The study will examine students who are employed part-time
during the school year and will not include those working full-time or

those not currently employed.

The research will explore their experiences and perceptions

regarding time management, academic performance, and the challenges

they encounter in balancing work and school. It will not delve into the

specifics of the types of work the students are engaged in or their

financial background but will focus on how their work and studies

intersect and impact their overall well-being.

 8

CHAPTER II

REVIEW OF RELATED LITERATURE

Related literature

Studying while working involves having part-time jobs to earn additional

income. Working students often face challenges and stress in balancing their

academic responsibilities with their jobs. This dual role can have both positive

and negative effects on their academic performance.

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

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

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 lifestyle. It is all about pushing oneself to the limits

and proving ti 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 every firm generally looks

[Link] it is about financial considerations or future employability

prospect .

Based on the researcher conducted by Watts and Pickering (2000), while

working part-time and studying full-time has a variety of positive outcomes

respondents generally viewed part-time employment as a necessity to survive

in the contemporary higher education sphere. In Manthe and Gilmore’s (2005)

study, it is understandable that the money camed from part-time employment

is spent usually on essential living expenses. From the perspective of

students themselves, part-time work is often an introduction to the real world

which will assist them both in personal and career development especially in

the higher education sector Tymon (2013) Tomlinson (2007) Higher education

institutions should identify opportunities to increase the extent to which

students could be more familiar with work and expose them to educational,

part-time vocational and career experiences (Yorke, 2004: Glover, Law &

Youngman, 2002).

Lederman (2009) stated that working while studying could have positive

effect on one thing and negative effect on other thing. Employed students are

more confident and have better time management skills than ordinary

students. In addition, working gives independence, training and experience to

the students. Studies show that they more responsible compared to others.

However, another study reported that devoting to employment and performing

good grades at the same time has inverse relationship. Meaning, the more

time the students engage in employment, the less achievement of good

academic performance.

10

Hurdbaugeh (2015) understate that there are many possibilities factor why

student living a school before having graduate, the most commonly cited

being engaged to work while studying. It finds that employment status does

have an impact on drop out of students who work full time alongside studying

full-time are less likely to complete their programme than student working

short part time or not working at all. According to Watt and Pickering (2000)

working while studying has many positive outcomes to persist in the modern

higher education realm. In addition to the above studies, some researchers

also focus on the time use by working students. As a consequence, the more

time a student spends on working, the less time he or she engages in

academic studies Greene Maggs 2015; 2017 Mathuews (2018) described

that students’ experiences of time constraints are normally related to the

working time poor.

Furr and Elling (2000) proved that students woking between 30-39 hours

per week and those working 40+ hours per week felt that their employment

had a negative effect on their academic achievement. Others also found that

students working between 1 and 15 hours per week showed a slightly higher

GPA than those with a heavier workload. Pike in Lederman (2009) found that

various amount of on and off -campus work directly influenced students’ self-
reported grades indirectly affected their levels of engagement in academic

activities.

11

Working more than 20 hours a week has a negative impact on students’

grades, whether the employment is on campus or off. Students who work 20

hours or less, on campus and off, reported roughly similar grades as do

students who do not work at all. The indirect relationships between

employment and grades, as indicated by students level of engagement in

“educationally purposeful activities,” are more complicated. Students who

work 20 hours per week on campus report higher level on all five levels of

engagement used. Working 20 hours or less off campus strengthens students’

performance on two of the five engagement levels while students who work

20 hours or more, on campus or off, “ did tend to be more engaged than

students who did not work at all.

Keinan and Tal and Nes, Segregation and Sephton (2005) Misra and

McKean (2000) indicated that a low level of stress can be positive for some

people but it can also be negatively associated with students’ self-concepts.

Thus, it is not whether students work during the school year that matters but

rather the effects or working depends a great deal on the individual student

differences. These authors argued that a certain stress level is healthy

(eustress) for the majority of individuals and this tends to promote a board
range of the positive action and experience for the individuals. On the other

hand, stress becomes detrimental to health only when it is excessive.

12

Thus, an individual needs a certain level of stress for motivation, creativity

and to face challenges. Ut us highly relevant to examine the effect of students

employment on educational attainment since the trade-off between starting a

student job using this time for studying is a decision every adolescent has to

make (Bozick, 2007 Triventi, 2014) Then, if student employment affects

educational attainment, it indirectly affects all later outcomes in life after that

are determined by this attainment (e.g. labour market success, wealth, and

happines; Blundell, Dearden, Meghir , & Oosterbeck, 1998) For these reason,

the impact of student employment on educational attainment is also highly

relevant form a policy pount if view. Policymakers should take this potential

impact into account when making decisions about whether to encourage

( particular forms of ) students employment

In tertiary education, success is not purely about intelligence; self-

discipline, diligence, initiative and determination are pillars that one keeps

there. This study delves into the academic challenges of working scholars at

Global Sites for I.T Studies. This exploration took to explore the academic

challenges of working students in terms of financial, social, psychological,

teachers’ factors, and classroom environment. It has been found out that
there are some students are working while studying to support their

underprivileged families; sustain their scholastic expenses for their dreams of

having a better life.

13

lack of financial support from their families due to unemployment, death, and

health concerns; and to prove to others that poverty is not a predicament in

education if one is determined to succeed. The primary academic challenge of

working scholars in their daily lives in financial problems, which are attributed

to school-related expenses (requirements), needs, and wants. In addition,

working scholars are also psychologically challenged because of external

discouragement and a lack of moral support from their families.

The results have enumerated some solutions to address the situation

and avoid the negative effects of working while studying. Parents and

teachers need to work hand in hand to motivate the students to stay focused

in their work and their studies. They may experience time constraints

managing the responsibilities of both student and worker.

According to Butler’s 2007 study on job characteristics and collage

performance, the impact of working while studying depends a lot on the type

of job and how it’s managed. If students work a moderate number of hours, it

can actually have a positive effect. However, jobs with demanding schedules

or poor planning can hurt their grades and overall academic success.
Essentially, when part-time work is well balanced, it can be beneficial, but too

many hours or a job that conflicts with the school responsibilities can lead to

academic struggles.

14

The ACT Foundation (2014) defines working learners as individuals who

are both working for pay and formal learning programs that lead to a

recognized .credential .A work and learn approach, thus , encompasses

situations in which an individuals is engaged in formal learning concurrent

with working for [Link] the30 million students in the U.S current enrolled in

high school, college, or graduate school, a large proportion are considered

working learners .Specifically, 28% of high school students,72% of

undergraduate students, and 82% of graduate students work at least part-time

while going to school (U.S Census Bureau,2013).

Employer in the ever-evolving, knowledge-based economyl are in need of a

skilled labor force (Haigh & Clifford,2011). Of the almost 47 million job

opening that the U.S economy will create by 2018, researchers say 63% will

require that the employee has least some college education (Camevale,Smith

& Strohl, 2010).

But affording collage is hard for many. With rising tuition cost that outpace

inflation and the median family income, couple with decreasing public funding

for higher education.a college degree is not easily attainable (Elling & Elling.
2000) and recuire skills to succeed in the workforce (Camevale, Smith, &

Strohl, 2010) “working learners” 3 models can help fill in the gaps.

15

This literature review seeks to uncover factors associated with the growing

number of students who work and learn. Although scholar(e.g. Camevale,

Smith, Melton, & Price, 2015) explain trends, characteristics, and experience

of working learners while addressing the potential impacts of balancing work

and school, we find that existing research about working learners lacks

intentionally around how working and learning might come together to achieve

important goals. Specifically, we believe work and learn programs have the

potential to create even greater student success, strengthen the education

pipeline, and improves the national economy.

One aspect of student employment has been investigated across various

discipline in the social behavioural science: its impact on education

engagement and performance(Bachman, Staff, O’Malley, Schulenberg, &

Freedman-Doan. 2011: Carl et al. 1996; Stickbrickner & Stickbrickner. 2003,

Warren, LePore, & Mare, 2000).

First, learning is best concieve as a process and not in terms of a particular

outcome(Kolb, 2014). Second, learning is a process that is derived and

continually and is grounded in experience (Kolb, 2014). Third, learning

requires the resolution of conflicts among various ways of dealing with the

world (Kolb,2014). Each premise is implicit to working and learning, and all

are important concepts to frame the following consideration of working

leaders.

16

Recent research(Camevale, Smith,Melton, & Price, 2015) has identified a

number of commonalities among working learners. These learners integrate

their professional goals and personal lives(ACT Foundation, 2014). Although

the degree of integration may vary depending on the situation. And some

working learners place more emphasis on one aspect versus the other, each

working learners balance the demands or both work and education.

Additionally, working learners share an interest in applying practicing what

they learn, solving problems, honing knowledge, developing multiple skills

abilities through various pursuit toward a performance-based portfolio (ACT

Foundation. 2014). Last, in ideal working and learning experience, working

learners view personal aims, learning and works as intermingled aspects of

life(ACT Foundation. 2014). These commonalities offer the basis for the

definition of a working learner, as well as a lens through which consider the

impacts of working and learning and recommendation for policy and practice.

Definition of Terms

Predicament

Dictionary meaning
-Refers to a difficult,unpleasant, or challenging situation that is hard to

resolve.

Study meaning

-The difficult or challenging situations that working students face while

managing both academic and works.

17

Education Attainment

Dictionary meaning

-Highest level of education an individual has completed.

Study meaning

-Educational attainment is both a measure of a academic achievement and a

variable that may be influenced by the unique challenges faced by students

who juggle work and study.

Workload

Dictionary meaning

-The amount of work or tasks that person is responsible for completing within

a certain period.

Study meaning

-The total amount and intensity of responsibilities that students must manage

from both work and study.

Realm

Dictionary meaning
-Refers to an area or domain of activity,knowledge, or influence.

Study meaning

-The specific area of the experiences, challenges, and impact of balancing

work and study.

18

Theoretical Framework

Human Capital Theory, developed by Gary Becker (1964) and later

expanded by Theodore Schultz, is one of the most influential economic

theories explaining how education, training, and work experience contribute to

an individual’s productivity and economic success. The theory views skills,

knowledge, and experience as form of higher wages, better job opportunities,

and overall economic growth.

This expanded discussion explores the key principles of Human Capital

Theory, its application in different fields, the role of education and work

experience, criticism of the theory, and its relevance in today’s economy.

 19

Conceptual Framework

Challenges faced by Senior High School

Working students Effects of the challenges to the working
students.

 Develop time management

 Demands of workload which skill
includes assignments, exams,
and project that require time  Enhance their resilience and
and focus adaptability
 Work responsibilities also add  Personal growth and
pressure leading to independence or exhaustion
exhaustion and stress and mental strain, depends
 Financial struggles also push how they cope with their
many students to work adding struggles
to their burden
 20

CHAPTER III

METHODOLOGY

This chapter gives an outline of various research strategy and method

that were followed in this study. It offers details about the participants, such as

the requirements for participation in the research, their personal information,

and the sampling strategy. The researchers detail the selection of the

research design and the rationale behind it for this investigation. Included are

the methods that will be utilized to conduct this study as well as a description

of the instrument that will be used to collect data. The researchers also go

over how the data will be analyzed after it is collected.

Research Design

This study is qualitative in nature. This report is subjective and made

application of a phenomenological approach to address the accumulation of

significant details. This method focuses on comprehending and analyzing the

significance that people bring to their daily existence (De Vos, 1998). The

focus of the qualitative method is on human behavior traits (Ferreira,

Schurink, Mouton, and Puth (1998).

21

Such a method's goal is not to generalize but to understand and

decipher the goals and meanings behind daily human endeavors (Bailey,

1987; Ferreira and Bogdan and Taylor, 1975; De Vos, 1998 et al. (1988). The

qualitative approach handles data that is primarily verbal and understands the

importance of the participant's perspective and anticipates recognize the

significance that people ascribe to their everyday experiences (Favor De Vos,

1998; and Higson-Child, 1995). A qualitative method is the most suitable

methodology for this research; this is due to the fact that it collects data.

process that centers on the participants' individual perceptions of the

Revealing progress and the interpretation of the process. Rossman &

Marshall (1995), went on to explain that if a study seeks to reveal the

unexpected and the qualitative technique is the most appropriate method for

investigating new directions.

 22

Research Locale

This study will be conducted at Senator Ninoy Aquino National High

School a pubic school founded in 1982 at Senator NInoy Aquino, Sultan

Kudarat, Philippines.
 23

Research Participants

The participants of this study will be consisted of (5) grade-11 GAS 1

students, (5) grade-11 GAS 2 students, (5) grade-11 HUMSS students, (5),

grade-11 EIM students, (5) grade-11 DM students, (5) grade-11 ICT, and (5)

grade-11 AS students a total of 35 students at Senator Ninoy Aquino National

High School. Given that SNANHS currently has a large student body, the

researchers have chosen to randomly select only the stated number of

working students from grade 11 in various strands since they believe that

these participants will be sufficient to provide necessary and sufficient

information to answer the study's questions.

Data Collection Procedure

Upon the respondents' random selection for interview, each will get a

consent form prior to the interview, which will serve as documentation of their

agreement to be interviewed by the researchers. The consent form includes a

brief overview of the study, along with information about confidentiality and

the disclosure of respondents' names both during and after the study is over.

The interviewers will notify the respondents when the actual interview and

recording begin once they have signed the consent form. The recorded

responses will be turned into text for analysis once every respondent has

been questioned.

24

Given the descriptive character of this study, The researchers will have a

bit of freedom in constructing the questions for each respondent because to

their semi-structured interview format. Additionally, it will provide the

researchers with the chance to inquire further and seek clarification if needed.

Data Analysis Procedure

The data analysis process involves data reduction, analysis, and data

validation. Following the in-depth conversation, the recorded discussions were

translated, transcribed, and examined. As part of the data reduction process,

the interview responses were written down, translated, and arranged. When

forming conclusions and doing verification, initial ideas and they created

patterns. The researchers choose their methods of investigation. Data points

should be meticulously labeled and arranged to facilitate continued analysis.

This making sense of data collected in text, image, and audio is a step in the

analysis process and/or video formats. Procedures could be useful for data

analysis.
 It is critical to plan the data should be read and prepared for analysis

(Creswell, 2009). Likewise, the examination of notes from qualitative research

start in the field during observation, interviews, or both, when the investigators

pinpoint the issues and ideas that seem likely to aid in comprehending the

circumstances.

25

The work-in students' answers during the interview and in-depth interviews

were recorded. Each interview was given a code prior to data analysis.

The transcription technique enabled the researchers to fully comprehend

the information acquired since it includes the information provided in the

transcript, such as conversation, time, physical orientation, interactions

between speakers and listeners, nonverbal cues, and numerous languages

and translations; who is speaking for whom, how, and why and what result;

and how analysts and their players are positioned in their depiction of motion,

form, and content (Green, 2013). Consequently, the researchers recorded

important words, phrases, and assertions. observations, field notes,

documents, and interviews to enable the voices of the research subjects to

talk.
 26

CHAPTER IV

RESULTS AND DISCUSSIONS

The findings and conclusions of a study that interviewed ten students are

presented in this chapter. The primary goal of the study was to investigate the

challenges and coping mechanisms faced by students who decides work in

addition to their academic endeavors. In-depth knowledge of the kind of job

students do, coping mechanisms, motivations for working, and the perceived

difficulty of their employment were all sought after via the interview questions.

Below is a detailed analysis of the themes that emerged from the responses,

offering a deeper understanding of the experiences of the students.

Participants Demoraphics

Out of 35 interviewees, only 10 were asked, both 5 male and female

senior high school students at Senator Ninoy Aquino National High School.
Each students were asked what jobs are they working, factors why they

decided to work, and how can they handle both work and study.

Question 1: What type of job do you do?

Exploration into the interviewees' actual activities while seeking their

educational goals was the main objective of the question; answer revealed an

extensive number of jobs.

27

The majority of these jobs were focused on service and domestic in scope.

Five of the ten interviewees have jobs in housekeeping or carry out related

chores; the most common of these are cleaning, laundry, and child care,

which are tasks that are common in every home. Also, some of the same

students work in agricultural-related industries, including selling in markets or

working in kitchens. The majority of the positions listed are:

Housekeeping and childcare (such as chores like cleaning and attending to

children)

Marketselling (for example, selling fruit and chickens)

Working in fields (for example, farming and harvesting)

Support in the kitchen (like cooking and cleaning)

• Job roles and Responsibilities

1.“Naga ubra ko sa palenke nagabaliya sang gulay kag manok."- Kena

2."Uhmm.. naga laba ko kag naga mop sang floor tapos kun sabado,
nagalimpyo ko sulod sang simbahan." -Hera

3."Like sa uma naga pamugon ga abono gapanggas tapos ga harvest sang

kape o mais."- Hannie

4."Naga helper sa kusina kag kis a as a cooker."-Kimmy

Question 2: What are your coping strategies to balance both study and work?

28

The purpose of this questioning was to find out how students deal with stress

and time management when juggling work and school. Based on responses,

various strategies changed depending on how well students managed their

time, set priorities, and proved adaptive.

The majority of students prioritize studying in the evenings after organizing

their daily tasks. Some students persuade their bosses to change their work

schedules as school deadlines become closer. Other students deal with this

by giving themselves farm labor or chores to complete in the afternoon and

then reviewing their school works in the afternoon or early evening.

• Time Management and duality

1. "I-switch ko lang, kung kis a nagabantay bata, kung kis a ga study kung
gab-i." (I sometimes alter my job, sometimes watch kids, sometimes studying
during the evening)- Anna

2."Ubrahon ko anay bago mag study pero kay mahimo ko man kung ano…
(laughs) kung adlaw-adlaw, gina una ko gid ang mga ubra bago ang study."-
Biday ( I finish my job first before I study, but I can do it…(laughs) during the
day, I really try do finish my job before studying)
3."Gina una ko man ang ubra bago ko mag study, bali matapos man ko ubra 8-7 pm
so pag katapos ko ubra, sa gab I na ko mag study."- Cory ( I always finished my
job before studying, I can finish it by the time 8-7pm , so by night its time for
me to study)

4."Ubrahon ko anay ang tanan sa aga tapos sa gabi nalang ko naahimo sang
akon mga assignments."- Dino ( I always finished my work at day time, and at
night I will do my assignments )

29

5."Unahon ko anay ang akon na study eh kay kung damo man ko himuon,
naga paalam man ko sa akon na boss nga unahon ko anay ni, anay na kay
sugtan man giyapon nila ko."- Enna ( I do my studies first, but when my
school works are to much to handle, I ask permission from my boss and I
know they will understand and let me finished my school works)

6."I work in the morning, and then during the evening, I work on my
assignments to fully manage my time." - Hannie(

7.”I clean the house and I also work on the farm. Every day, I clean and do
the laundry. It usually takes about 2 hours or 1 hour, then I rest. Ahh, I
prioritize housework first, even if it makes me late for school. As long as I
finish the housework, I can still catch up with the lessons at school."- Gab

8."Firstly, my strategy is I will finish first my homework after that I will go to my

part time or sometimes I'm putting my part time first, so in the evening it is the
time that I did my homework."- Kimmy

9."Gina una ko tapuson ang mga urubrahon sa balay bago mag study."- Illena
(I make sure that I finished all my jobs before studying)

10. "Sa aga gina himo kona tanan ko nga ubra sa sulod balay tapos sa gab e
gina himo ko na tanan ko nga assignments."- Jane ( in the morning I make
sure that my job inside the house is finished and by night time I do all my
assignments)

Question 3: Is working your personal choice, or did your parent tell you to

work?
When the question was asked, its initially aim was to determine whether

students made their decisions due to pressure from their families or

motivation within themselves. Most of the students answered that they chose

to work themselves. The primary factor among those who wish to support

themselves financially and academically is financial need.

30

Each member revealed that they want to work independently to pay for

their own education. Many students talked about how difficult it was to rely on

their parents for tuition, and the fact that their parents' finances were unstable

or uncertain only pushed them to work. When interviewees were asked by this

question, 10 of the interviewees said yes but some had different reasons why.

• Motivation and Personal choice

1."Ako lang nag desisyon mag ubra kay para makatapos ko skwela
kag wala man ko maasahan kundi ako lang."-Cory ( I decided to work
because I want to finish school, and I have no to rely on but myself)

2."Ako ang nag desisyon sini kay hindi man ko ka skwela kun hindi ko mag
ubra."-Dino (I made this decision because I cant go to school if I don’t work)

3."Akon sya nga desisyon, ako naghimo sang pamaagi nga mag ubra kay kung mag
asa lang ko sa akon na ginikanan, hindi man nila pud ko mapa iskwela kay pobre
man kami."-Enna (it was my decision. I came up with a way to work because if
I just rely on my parents, they wont be able to send me to school because we
are poor)

4."It is just my mother, because there is a time that i'd felt hesitated to seek
some help from my parents because I'd felt that my mom is already struggling
with money to provide for her own needs, I always felt hesitated that why I am
just the one who is supporting my education."-Kimmy
Question 4: Are you working to support your studies or to support your family?

The researchers asked if students work to fund their academics or while

supporting their families. All 10 students clarified that their primary reason for

working is to pay for their education, however some also mentioned that their

income also goes toward supporting their families.

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According to the responses, students primarily labor to pay for their

education, but some also claim that when their parents are unable to provide

for them as much, the money they make helps with family expenses.

Therefore, their work serves to support their families even though their

primary objective is education.

All students revealed that they work to support their own studies while

revealing the reason why.

• Purpose of working

1."Para sa akon nga edukasyon."-Kena

2."Naga ubra ko para sa akon study."- Biday

3."It helps me, though, because for example, with my projects, I don't have
financial support from my mom, so I ask for financial help from what I work
for."-Cory

4."Naga work ko para sa akon nga pag iskwela kay ara man ko abi ading, ti
kung dalawa kami tustusan sang amon nga nanay, hindi nya kami mapa
skwela tarong."-Dino ( I work for my education because I have a younger
sibling. If both of us rely on our mom, she wont be able to properly send on to
school)
5."Well it helps my education, firstly I worked because I do not have someone
who is supporting my education."-Enna

6."I work for my pocket money when going to school."- Hannie

7. "I work for my education because my parents still provide for me."-Gab

8. "I work for my education because since I start here in Kulaman when it was
my first time I'd felt hard to cope up to my project because i was financially
unstable but when it'd start working my financial problems went easy."-Kimmy

32

9. "I work to support my education."-Illena

10. "I work for my education because my salary is they are the one who is
paying for my school expenses."- Jacob

Question 5: How much do you earn?

• Income Range

The results in the question varied quite a lot. Some students earn a fixed
rate daily, or weekly for example, like 100 Pesos each day or week. But other
students' earnings varied substantially depending on quality and quantity of
work done. Also, a few students reported to not be paid regularly but received
money just for expenses related to going to school.

1."100 kada adlaw."- Cory

2."100 kada week."-Dino

3. "Waay man nila gid ko ginahatagan sang sweldo pero nagahatag sila sang
mga pera pambayad ko sa school pero nagahatag man sila 100 nga balon."-
Erna

4."1,000 per week."-Anna

:5."500 to 1,000 every week." -cory

6."500 to 1,000 every week depending on the job."-Dino

7."Maybe 100 or more than 100."-Enna

8."100 per week or more depending on the work."-Hannie

Question 6: On a scale of 1-10, how hard is your work?

Most students rated their work as moderate to difficult, with a few

considering their jobs very hard. The tasks most commonly associated with

high difficulty were those in physical labor, such as farm work and

housekeeping, while those in less physically demanding roles rated their work

as less challenging.

33

• Workload and range of difficulty

5 interviewees answered 9/10, 2 answered 10/10, 3 answered 8/10 and 1

answered 4/10 which reveals how working students experience hardships in

their works while balancing it with studies.

DISCUSSIONS

The study discusses the challenges faced by students who must

balance their studies with jobs. The majority of students work in physical

labor, such as cleaning homes, watching kids, and working in markets. They

are able to balance both duties because of their job mix. They use a variety of

coping mechanisms, such as adaptable time management and studying into

the evenings. The main incentive for working is money; since they know they

can't rely on their parents to pay for their school, most students work for

themselves. Some people utilize money to support their families as well.

There is a broad range in income. While some obtain erratic income, others

receive set wages. Their physical workload and job difficulty are primarily

moderate to high. They show resilience by handling school and job

responsibilities with a strong sense of determination and efficient time

management.

34

CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATION

SUMMARY

This research examines the experiences of high school seniors who

balance their time between work and school. Many of these students face

many challenges – trying to manage time well, feeling very tired and

struggling with work and school excellence at the same time.

Pressure to meet lots of assignments, take exams and meet job

responsibilities regularly results in letting go of personal time as well as fun

stuff and sometimes mental health too. Despite this difficulty, students come

up with various ways to deal with things. One of these is strong management

skills for scheduling and helping them prioritize tasks. They also rely on work

arrangements to be flexible and open communication with their bosses about

their activities in school as their classes are full and work load is heavy
particularly in senior high school. Though this balancing act is overwhelming

for some students, some do find better to work while going to school which

really gives them useful desired life skills and work experience and additional

income to support their daily need caused by many factors such as

incapability of their parents to support their needs. But others worry they can’t

keep up and burn out. Research suggests that having more support and

35

backing from schools and employers is necessary to help working

students get the resources they need to perform in both their academic and

professional realms.

CONCLUSION

In conclusion, the research reveals that while working senior high school

students face numerous challenges in balancing their academic and

professional lives, they demonstrate resilience and flexibility. Facilitating

arrangements for flexible work, understanding clearly and providing resources

are key to assisting them to excel. By nurturing an environment that supports

a good rhythm and balance, students who also have responsibilities at work

can grow academically while gaining important work experience and thus

open doors to broader prospects of career path. Effective time management,

strong organizational skills, and seeking support are key strategies for these

dual responsibilities.
 However, the study also underscores the negative effects of stress and

burnout, highlighting the need for more support systems both at school and in

the workplace. It is clear that for these students to thrive, both educational

institutions and employers must recognize the pressures they face and

provide flexible work arrangements, understanding, and resources to help

them succeed. By fostering an environment of support and balance, working

36

students can continue to grow academically while gaining valuable work

experience.

RECOMMENDATIONS

There are multiple clear actions educators may take to assist students

who work outside of school. Employers should first provide flexible work

schedules that accommodate students' academic obligations. For example,

give them the freedom to modify their work schedule during stressful times,

such as study weeks or deadlines. Scholarship programs that combine

experienced students with academic advisers are excellent because they

teach them time management skills and stress management techniques.

Offering specialized counseling services for coping skills and academic and

professional ambitions would be another wise move.

Formalized collaboration between local businesses and schools is another

recommendation. These programs feature part-time jobs that align with

students' academic schedules and offer available jobs for students specially

knowing that there are multiple factors that drive students to independently

earn money such as poverty, and financial instability. It is crucial that students

can continue their education while earning a living under this scheme.

Schools can compile a list of cooperating local business and monitor how it

affects students' academic achievement.

37

Lastly, parental and educational support is crucial for working senior high

school students, and this kind of interaction is quite important. It's crucial to

schedule frequent sessions with parents and educators to discuss the

challenges senior high school students face in juggling work and schoolwork.

These gatherings ought to facilitate the exchange of ideas on how to improve

things. Schools can more successfully address the requirements of working

students by promoting improved communication and offering tools to parents

and teachers.
 38

REFERENCE

1. [Link]

student

2. [Link] My Dream in a Shoebox

3. [Link] [Link]

4. [Link] European Commission [Link]

The World Economic Forum

5. [Link] Institute for Employment Studies (IES)

6. [Link] The University of Cambodia

7. [Link] International Journal of Nonlinear Analysis and

Applications

8. [Link] Newcastle University

9. [Link] Eurostudent
10. [Link]

11. [Link] [Link]

12. Lyceum of the Philippines University Manila

[Link]

13. Philippine Statistics Authority [Link]

39

Acknowledgement

I would like to express my gratitude to the individuals and institution who

have supported and contributed to the completion of our practical research
project “ Art of Time Strategies and Struggles of Senior High School
Working Student of SNANSH”

First and foremost, we are deeply grateful to our teachers for their
guidance, expertise, and unwavering support throughout the research
process. Their valuable insights and feedback have been instrumental
shaping this study.

We would also like to extend our appreciation to the faculty member of

SNANHS for their valuable input and constructive criticism, which have
greatly enhanced the quality of this research

We are indebted to the students of SNANHS who willingly participated in

this study and shared this experiences and perspectives. Their openness
and honesty have enriched the finding of this researches.
 Lastly, we would like to express our heartfelt gratitude to our families,
friends and love once for their unwavering support, encouragement, and
understanding throughout this research journey. Their belief in us has
been a constant source of motivation

Without the contribution and support of these individuals and institution,

this research would not have been possible. Thank you for all your
invaluable assistance and encouragement..

Dedication

We dedicate this practical research to all the students of SNANHS who have
experienced the challenging and often tiring situation in work and in school
their resilience, strength and determination in the face of adversity are trully
inspiring .This dedication is a tribute to their courage and serves as reminder
of the importance of understanding in addressing the social development
consequences of working while schooling. May this research contribute to
creating a more supportive and inclusive environment for all students in
similar circumstances.
 Table of contents

Title page
Acknowledgement
Dedication
Pages
CHAPTER l: THE PROBLEM AND ITS SETTING
Introduction………………………………………………………………………1
Statement of the Problem……………………………………………………...4-6
Significance of the Study……………………………………………………….6-7
Scope and the Limitation……………………………………………………….7-8

CHAPTER ll: REVIEW OF RELATED LITERATURE

Related Literature………………………………………………………………9-17
Definition of Terms…………………………………………………………….17-18
Theoretical Framework………………………………………………………..19
Conceptual Framework……………………………………………………….20

CHAPTER lll: METHODOLOGY

Research Design……………………………………………………………..21-22
Research Locale……………………………………………………………..23
Research Participation………………………………………………………..24
Data Collection Procedure……………………………………………………24-25
Data Analysis Procedure……………………………………………………..25-26

CHAPTER lV: RESULT AND DISCUSSION

Result and Discussion…………………………………………………………27-34

CHAPTER V: SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary……………………………………………………………………35-36
Conclusion………………………………………………………………….36-37
Recommendations…………………………………………………………37-38
References………………………………………………………………….39