A DESCRIPTIVE STUDY ON EARLY FINANCIAL RESPONSIBILITY AND

CAREER ASPIRATIONS OF WORKING STUDENTS

IN SANTA IGNACIA, TARLAC

A Research Paper Presented to the Faculty

of Malacampa National High School
Malacampa, Camiling, Tarlac
Senior High School Department

Submitted in Partial Fulfillment

of the Requirements in
Practical Research 2

AGUSTIN, MARK ANDY S.

DE GUZMAN, ROBERT D.
ESTRADA, JOHN JOERYL M.
GARCIA, HILARY EMERALD V.

12 HumSS – R. Magsaysay

October 2025
 CHAPTER 1
THE PROBLEM AND ITS BACKGROUND

Introduction

In the Philippines, a significant number of students assume the role of breadwinners

at an early age, managing both their academic responsibilities and the financial needs of their
families. This role often arises from economic hardship, limited adult employment, and the
necessity to meet basic household expenses. While early financial responsibility can
cultivate discipline, resilience, and time management skills, it can also hinder academic
focus, limit personal development, and create emotional strain.

Studies have shown both benefits and drawbacks to this dual role. Estrella & Llaneza
(2019) found that working students tend to develop a strong work ethic and financial literacy
earlier than their peers. In contrast, Manila & Reyes (2021) reported that long working hours
are associated with academic underperformance and high stress levels. Likewise, Gonzales
(2020) observed that financial obligations often drive students to choose careers based on
income security rather than personal passion.

While previous studies have examined working students in general, there is a lack of
research focusing specifically on working students in rural municipalities like Santa Ignacia,
Tarlac. Quantitative data is especially scarce regarding how the degree of their financial
responsibilities influences academic performance, confidence in reaching long-term goals,
and changes in career aspirations.

Understanding this gap is crucial because the realities faced by rural working
students may differ greatly from those in urban areas, due to variations in job opportunities,
school resources, and cultural expectations. Insights from such research can help educators,
 policymakers, and community leaders design targeted interventions that strengthen both
academic achievement and economic stability.

This study aims to quantify the frequency and extent of early financial responsibility
among working students in Santa Ignacia, Tarlac, and examine its effects on their academic
performance, career preferences, and confidence in achieving long-term goals. It will also
identify the key motivations behind their chosen career paths, offering a deeper
understanding of how economic realities shape their educational and professional
trajectories.

Statement of the Problem

This descriptive quantitative study aims to determine the frequency and extent of early
financial responsibility among selected working students in Santa Ignacia, Tarlac, and how
this responsibility relates to their academic performance and career aspirations. Specifically, it
seeks to describe the profile of working students, the influence of their financial role on
academics, changes in career goals, their level of confidence toward long-term success, and
their motivations for career choices.

This study seeks to answer the following questions:

1. What is the profile of the working students in Santa Ignacia, Tarlac in terms of:
1.1 Age
1.2 Sex
1.3 GWA (General Weighted Average)
1.4 Type of Work
1.5 Average number of working hours per week
1.6 Household Size
2. To what extent does the number of hours they work each week influence the academic
performance of working students?
3. What percentage of working students have changed their original dream job or career goal
because of financial obligations?
4. What is the level of confidence of working students in achieving their long-term career
goals despite their current responsibilities?
5. What are the most common reasons (such as family support, passion, or income potential)
behind the current career choices of working students?

Objectives of the Study

This study aims to explore how early financial responsibilities affect the academic
performance and career aspirations of working students in Santa Ignacia, Tarlac.

1. To describe the profile of the working students in Santa Ignacia, Tarlac in terms of
age, sex, grade level, 1st Semester GWA, type of work, average number of working hours per
week, and household size.
2. To assess the number of hours they work each week influences the academic
performance of working students.
3. To measure the percentage of working students who have changed their original
dream job or career goal because of financial obligations.
4. To assess the level of confidence of working students in achieving their long-term
career goals despite their current responsibilities.
5. To determine the most common reasons (such as family support, passion, or income
potential) behind the current career choices of working students.

Significance of the Study

This study is significant as it examines how financial responsibilities affect the

academic performance and career choices of working students. Its findings provide valuable
insights for students, teachers, school administrators, parents, and future researchers in
addressing challenges and promoting student success.

To the Students. This research can help them understand how early financial
responsibilities affect their academic performance and career choices, allowing them to
develop better time management and study habits.
To the Teachers. The findings may serve as a basis for creating strategies and
interventions that address the unique needs of working students.
To the School Administration. This research can provide insights into the challenges
that students face when balancing financial responsibilities with academics. It may help the
administration design support programs, policies, or interventions such as flexible schedules,
scholarships, or counseling that promote student well-being and academic success.
To the Parents. This research can help parents understand how their financial
responsibilities affect their academic performance and future career choices, allowing the
parents to help their kids and give them advice in life.
To Future Researchers. The findings will serve as a reference and foundation for
future studies focusing on the experiences of working students in rural areas.

Scope and Delimitation of the Study

This study focuses on the effects of early financial responsibilities on the academic
performance and career aspirations of Senior High School (SHS) working students in Santa
Ignacia, Tarlac during the school year 2025–2026. The respondents will be selected SHS
working students who financially contribute to their households. The data will be gathered
using a structured survey questionnaire. Academic performance will be measured through the
students’ GWA in the first semester, while career aspirations will be assessed based on
changes in their career goals, level of confidence in achieving long-term goals, and
motivations behind their chosen career paths.
 This study does not include working students outside Santa Ignacia or those residing in
other municipalities beyond Santa Ignacia, Tarlac. It also excludes students who are not
engaged in any form of work, as well as non-senior high school learners. The research will not
cover the psychological, emotional, or social effects of being a working student, limiting its
focus instead to measurable factors such as profile, academic performance, and career
aspirations. Furthermore, the study will not attempt to generalize findings to all working
students in rural or urban areas, since it is confined only to the selected respondents within the
given locality.

Definition of Terms

To make the study easier to understand, the following terms are operationally defined:

Academic Performance. This pertains to the students’ level of achievement in their

studies, measured by their GWA in the first semester of school year 2025–2026.
Career Aspirations. Defined as the students’ preferred or intended future profession
or career path. In this study, it is examined by whether students have changed their original
dream job, their motivations for current career choices, and their confidence in achieving
long-term goals.
Early Financial Responsibility. Refers to the situation where students assume the role
of managing or contributing to their family’s financial needs at a young age. In this research, it
is measured through the type of work, number of working hours per week, and household
contribution.
Financial Obligations. The monetary responsibilities that students are expected to
meet for their households. In this study, it includes school expenses, daily household needs,
and other contributions.
Motivations for Career Choices. These are the main factors influencing the students’
career decisions. For this study, motivations include family support, passion, and income
potential as indicated in the survey results.
 Working Students. In this study, working students refer to SHS students in Santa
Ignacia, Tarlac, who are engaged in any form of paid work while studying, and who contribute
financially to their household.
 CHAPTER 2
REVIEW OF RELATED LITERATURE AND STUDIES

REVIEW OF RELATED LITERATURE

This section explores existing knowledge and scholarly discussions on the relationship
between student employment, financial responsibilities, and academic performance. It presents
both foreign and local perspectives, providing a foundation for understanding how financial
necessity shapes students’ academic behaviors, career aspirations, and overall well-being.

Foreign Literature

Foreign literature provides a global perspective on how working students balance

financial obligations with academic demands. Scholars across the United States, Europe, and
Asia have highlighted recurring themes such as the trade-off between work intensity and
academic performance, the role of job relevance, and the dual impact of employment as both a
source of skills and a potential academic burden.

Logan et al. (2016) investigated how undergraduate students in the United States
manage the balance between employment and academic performance. Their large-scale survey
revealed that while many students engage in work during their studies, those who worked off-
campus for more than 20 hours per week during their early college years experienced
significantly lower GWA and higher rates of absenteeism. The study emphasized that student
employment is primarily motivated by financial necessity, not discretionary income.
Consequently, the authors suggested that institutions adopt policies to limit excessive working
hours for younger students and promote on-campus job opportunities to mitigate negative
academic impacts.
 Višnjić et al. (2024) conducted a systematic review of international research on student
employment and academic performance across European higher education systems. Their
synthesis identified recurring patterns showing that, although student work is often financially
essential, it can also hinder academic concentration and achievement. The authors highlighted
the persistent global tension between financial necessity and educational success,
recommending policies such as flexible scheduling and increased financial aid to support
working students more effectively.

Evans & Vaughan (2021) reviewed literature from the United Kingdom to explore how
part-time work during university studies influences graduates’ long-term career outcomes.
Their review found that student employment often helps develop transferable skills—such as
teamwork, communication, and time management—that are valuable in the labor market after
graduation. However, the intensity and relevance of the job significantly affect these
outcomes. Employment unrelated to students’ academic fields offered fewer long-term
benefits and sometimes hindered academic progress. The authors concluded that student work
has a dual nature: it provides critical financial support and employability advantages but may
negatively affect academic focus and progression if not properly balanced.

Di Paolo & Matano (2022) synthesized Spanish literature to examine how work
intensity and job–field alignment influence graduates’ labor market outcomes. Their review
revealed that when student jobs were closely aligned with their academic disciplines,
employment often enhanced career prospects by building relevant skills and professional
networks. Conversely, jobs that were mismatched with students’ fields of study or excessively
time-consuming tended to hinder academic performance and delay graduation. These findings
reinforced a consistent theme across literature: the benefits of student employment depend
heavily on both the quality of the work experience and the balance between work and study
commitments.

Lastly, Neyt et al. (2019) conducted a comprehensive international literature review

focusing primarily on Belgium and other European contexts. Synthesizing dozens of empirical
studies, they examined how student employment affects educational outcomes and subsequent
career opportunities. The review concluded that moderate work involvement can offer
advantages such as skill development, practical experience, and enhanced responsibility.
However, high-intensity or unrelated employment consistently led to negative outcomes,
including weaker academic persistence, lower grades, and delayed graduation. The authors
also emphasized that the impact of student work is highly context-dependent, shaped by
national labor markets, institutional structures, and students’ socioeconomic backgrounds.
They framed student employment as both a potential asset and a risk, calling for flexible
institutional policies that help students balance financial pressures with academic
responsibilities.

Local Literature

Local literature emphasizes the unique financial and academic struggles faced by
Filipino students. Research in the Philippine context underscores how financial literacy, time
management, and socio-economic pressures influence working students’ academic
performance and future aspirations. These studies highlight the resilience of Filipino youth
and the need for institutional support systems to ease their financial and educational
challenges.

Financial literacy has become a major concern in the Philippine education system,
especially as young learners face growing financial responsibilities. A bibliometric review
conducted by Sarsale (2024) under the Association of Southeast Asian Nations (ASEAN)
research context revealed that Filipino scholars are increasingly linking student financial
literacy to broader socio-economic outcomes. This indicates that financial responsibility
among youth is not merely a personal concern but also an economic and societal issue,
underscoring the need for stronger financial education initiatives in schools (Research Papers
in Economics.

Gabay et al. (2024), in their study “Financial Literacy Among the Senior High School
Students: Basis for a Financial Stewardship Plan,” emphasized that financial literacy
significantly shapes the budgeting, saving, and spending behaviors of the youth. Their work
suggests that structured financial stewardship programs in schools are essential for developing
responsible money management among students.

Similarly, Mariano et al. (2022) underscored that financial habits cannot be separated
from effective time management. Their research in the Asian Journal of Education and Social
Studies explained that strong time-management skills directly influence the academic
performance of working students, highlighting the dual challenge of handling both finances
and academics.

Furthermore, the Shoebox Campaign Report (2021) documented that most Filipino
students take on jobs due to economic constraints, rising tuition costs, and family
expectations. These financial pressures affect not only their current schooling but also their
career aspirations and decisions, as many are forced to prioritize survival over long-term
goals.

Lastly, Payusan et al. (2022) conducted a qualitative study titled “Priorities and
Intentions of Working Students Working amidst Corona Virus Disease 2019 (COVID-19)
Pandemic at Cebu Normal University.” Using a descriptive phenomenological approach, they
explored the lived experiences of five working students during the height of the pandemic.
Results revealed that students primarily worked to sustain daily needs and educational
expenses while also developing a sense of responsibility and independence at an early age.
However, the dual role of being both student and worker brought significant struggles such as
fatigue, stress, and compromised academic performance. Some students admitted adjusting
their class participation or workload to cope with employment demands. Despite these
difficulties, the study highlighted the resilience of working students, showing that financial
necessity shaped not only their present responsibilities but also their aspirations for a stable
career. The authors concluded that institutional flexibility, such as workload adjustments and
support programs, is vital in helping working students balance their financial responsibilities
with academic success.
REVIEW OF RELATED STUDIES

The following studies present empirical investigations into the effects of student
employment and financial responsibilities on academic outcomes. They provide both
quantitative and qualitative insights into the lived experiences of working students,
emphasizing the balance between financial necessity, time management, and educational
success.

Foreign Studies

Foreign studies offer evidence-based findings on how employment impacts students in

different educational systems worldwide. Research has consistently shown that the effects of
working while studying depend on workload intensity, job alignment with academic
programs, and students’ personal motivations. These findings reinforce the global relevance of
balancing employment and education.

Mann et al. (2025) published a large-scale international report, based on data from
690,000 adolescents across 81 countries. The study examined students’ career aspirations,
educational expectations, and how these aligned with labour-market demands. The findings
revealed that one in five adolescents overall — and one in three socially disadvantaged
students — expected to enter desirable professions (often requiring a bachelor’s degree)
despite not expecting to attend university. The study also found that socio-economic
background played a larger role in shaping educational ambition than academic ability. The
authors concluded that career aspirations among youth frequently do not reflect their realistic
educational plans or the labour-market structure, raising concerns about future mismatches
between education, employment, and student engagement.

Summer et al. (2023) conducted a mixed-methods study at Portland State University to

explore the impacts of student employment beyond academic performance. Using surveys of
214 students and focus group discussions with working students, the researchers found that
76.2% of respondents held at least one job, primarily for financial reasons. The study
identified four key effects of employment: its limited students’ schedule flexibility, forced
difficult financial decisions, negatively affected their social lives and mental health, yet also
provided fulfillment and valuable life skills. While many students reported stress, exhaustion,
and difficulty balancing responsibilities, they also acknowledged that employment contributed
to their personal growth, independence, and sense of community. The authors emphasized the
importance of supportive institutional policies and faculty understanding to accommodate the
financial and time constraints of working students, thereby enhancing well-being and
academic outcomes.

Darolia (2016) examined the effects of student employment on academic outcomes in

the United States using nationally representative data from the National Center for Education
Statistics. The study investigated how different numbers of working hours per week
influenced academic performance, retention, and degree completion. Results indicated that
students who worked fewer than 15 hours per week often balanced work and studies
effectively, sometimes even gaining improved time management and organizational skills. In
contrast, those working more than 20 hours per week experienced lower GPAs, reduced class
attendance, and higher dropout risks. The study concluded that employment during college is
a complex factor with both benefits and drawbacks, depending on workload intensity and the
nature of employment.

Zhang et al. (2019) utilized decision tree analysis to investigate how working affects
students’ academic performance. The study found that age was the strongest predictor of
academic success, followed by students’ self-perception of work’s impact. Pessimistic
students required a carefully balanced workload, while optimistic senior students typically
performed well academically. Additionally, students employed in jobs related to their major
benefited academically, whereas those in unrelated jobs performed best with moderate
working hours. The findings highlighted the importance of individual differences and job
relevance in understanding the effects of employment on academic performance and can be
used to guide academic counseling strategies.
 Lastly, Baert et al. (2017) conducted a study in Belgium titled “Student Employment
and Academic Performance: An Empirical Exploration of the Primary Orientation Theory.”
The researchers examined both working hours and student motivations, distinguishing
between those oriented toward work and those oriented towards academics. They found that
employment had a significantly negative effect on academic success—measured by the
percentage of courses passed—only for students whose primary orientation was work. Among
these work-oriented students, longer working hours were associated with poorer academic
performance. The study emphasized that students’ motivations and priorities must be
considered when assessing the academic impact of student employment.

Local Studies

Local studies situate the challenges of working students within the Philippine context,
exploring their academic performance, time management, financial behavior, and well-being.
They reveal that while employment often brings stress and fatigue, it can also foster discipline,
independence, and financial literacy. These findings highlight the importance of institutional
flexibility and support for working students in the Philippines.

In the Philippines, a descriptive survey titled “Problem Encountered by Working

Students Vis-à-Vis to Academic Performance of BSHM Graduating Students” (Ballatan et al.,
2024) investigated 80 graduating students at Bestlink College of the Philippines who were
working while studying. The study found that working students reported major challenges
such as sleep deprivation (weighted mean 4.8), and fatigue from balancing employment and
academic requirements. On the positive side, respondents also reported increased
independence, budget-management skills, and improved soft skills (communication/problem
solving). On the negative side, there were indications of higher dropout risk, slower
completion rates, and lagging performance compared to non-working students. The authors
recommended institutional support structures to assist working students in coping with both
responsibilities.
 In the public secondary school context, Mariano et al. (2022) examined “The
Relationship Between Time Management Skills and Academic Performance of Working
Students in Open High School Program.” Their findings showed a strong correlation between
time management and academic success, proving that working students with disciplined
schedules performed significantly better in class.

A case study at the Tarlac Center for Learning and Skills Success (TCLASS) was
conducted by Cruzcosa (2023). The study highlighted that local training and livelihood
programs provided not only income-generating opportunities but also guided learners’ career
aspirations. By exposing students to vocational skills, the program influenced their future
career plans and aspirations.

A descriptive study by Libago et al. (2024) entitled “The Association Between Being
Working Students to Academic Performance and Time Management” surveyed 109 BS
Business Administration students at Xavier University. Results revealed that working students
often struggled with time management, but at the same time, they developed stronger
organizational skills, which indirectly influenced their academic performance.

Finally, Rufino et al. (2024) examined the relationship between financial behavior and
financial well-being among working students of Tarlac State University – College of Business
and Accountancy. Utilizing correlation and regression analyses on 113 respondents across
seven programs, the study established that financial behavior, financial attitude, internal locus
of control, and financial knowledge are significantly correlated with financial well-being.
Furthermore, results revealed that financial knowledge partially moderates the relationship
between financial behavior and financial well-being, indicating that students with higher
levels of financial knowledge are more capable of enhancing their financial well-being
through positive financial practices. Conversely, financial attitude and internal locus of control
did not demonstrate moderating effects. The findings underscore the importance of financial
literacy in promoting sound financial decision-making and highlight its role in the overall
welfare and development of working students.
Synthesis

A growing body of both foreign and local literature highlights the multifaceted role of
student employment in shaping financial responsibility, academic performance, and future
career aspirations. Across various contexts, financial necessity consistently emerges as the
primary reason students engage in part-time or full-time work while studying. Mann et al.
(2025) emphasized that students’ educational and career aspirations are largely influenced by
their socioeconomic background, with many engaging in employment not for lifestyle benefits
but out of financial necessity to cover essential expenses such as food, housing, and education.
The study revealed that these financial pressures, coupled with the mismatch between
educational goals and employment realities, contribute to stress, reduced academic
engagement, and limited long-term career opportunities—highlighting the importance of
stronger institutional and financial support for working students. Similarly, Summer et al.
(2023) found that many students depend on employment to meet their basic needs, which
often results in financial strain and difficulty maintaining academic performance. Similarly,
the Shoebox Campaign Report (2021) and Payusan et al. (2022) found that Filipino students
work mainly to support their families and education, influencing their academic persistence
and future career decisions.

Despite these challenges, early financial responsibility can also provide meaningful
benefits. Evans & Vaughan (2021) and Summer et al. (2023) found that student employment
helps develop transferable skills such as time management, communication, and teamwork—
skills that are valuable in future careers. Locally, Libago et al. (2024) and Mariano et al.
(2022) observed that working students often develop better organizational and time
management skills, which indirectly enhance academic performance and personal growth.

The impact of employment on academic outcomes, however, depends on several

factors, including workload intensity, job relevance, and personal motivation. Darolia (2016)
and Zhang et al. (2019) revealed that moderate working hours and jobs related to students’
fields of study are associated with better academic performance compared to excessive
working hours or unrelated jobs. Baert et al. (2017) further explained that students primarily
focused on work often experience negative academic outcomes when working long hours.
Consistent with these findings, a study at the Bestlink College of the Philippines (2024) found
that working students frequently experienced sleep deprivation, fatigue, and difficulty
balancing work with academic responsibilities. Despite these challenges, many also reported
gaining valuable life skills such as independence, time management, and financial
responsibility, which positively influenced their personal growth and discipline.

Financial literacy also plays a critical role in how students manage their
responsibilities. Gabay et al. (2024) and ASEAN researchers (2024) stressed that financial
literacy significantly shapes budgeting, saving, and spending behaviors among Filipino youth,
linking these skills to broader socio-economic outcomes. Rufino et al. (2024) supported this
by showing that financial knowledge enhances students’ well-being and decision-making,
contributing to more effective financial management and career planning.

Furthermore, early work experiences are shown to shape career aspirations and
trajectories. Di Paolo & Matano (2022) found that employment aligned with students’ fields of
study enhances career prospects by building relevant skills and networks. Locally, TCLASS
(2023) demonstrated that exposure to livelihood and training programs influences students’
future career plans and aspirations. These findings underline the dual role of employment as
both a financial necessity and a formative experience that affects students’ career goals.

The reviewed foreign and local studies emphasize that financial necessity is the
primary reason why students engage in employment, which is similar to the situation of
working students in Santa Ignacia, Tarlac who work to support their basic needs and
education. These studies also highlight that early financial responsibility helps students
develop important skills such as time management and independence, which can influence
their career aspirations. In addition, the literature shows that factors like job relevance,
working hours, and financial literacy have a direct impact on students’ academic performance
and future career paths. This is important for the present study as it explores how these same
factors affect the aspirations of working students in the local setting. Lastly, previous research
stresses the need for institutional and policy support to help students balance their financial
duties with academic and career growth. Overall, the Review of Related Literature and
Review of Related Studies are relevant because they provide the theoretical and empirical
foundation for understanding how early financial responsibilities shape the academic
experiences and career goals of working students, while also offering both global and local
perspectives that help contextualize their unique situation in Santa Ignacia, Tarlac.

Theoretical Framework

This study is anchored on the relationship between financial responsibility and career
aspirations of working students. Financial responsibility refers to the ability of students to
manage their financial obligations, such as tuition, personal expenses, and family
contributions, while pursuing their education. Career aspirations, on the other hand, pertain to
students’ long-term professional goals and the direction they intend to take after completing
their studies. Examining the interaction between these concepts is essential, since early
exposure to financial obligations may shape not only students’ academic performance but also
their outlook on future careers.

To explain this relationship, the researchers adopted the Social Cognitive Career
Theory (SCCT), developed by Lent, Brown, and Hackett (1994). SCCT posits that career
development is influenced by three central constructs: self-efficacy, or the belief in one’s
ability to accomplish specific tasks; outcome expectations, or the perceived results of one’s
actions; and personal goals, or the objectives that guide career-related decisions. In simpler
terms, this theory suggests that students’ confidence in themselves, their expectations of
success, and the goals they set determine how they approach their career pathways. In this
study, financial responsibility is viewed as a significant factor that may influence these
constructions and, consequently, shape students’ career aspirations.
 The connection between financial responsibility and career aspirations can be
understood through the lens of SCCT. Working students who take on financial obligations
often develop higher self-efficacy, as they gain confidence in managing their academic and
financial challenges simultaneously. Their lived experiences also shape their outcome
expectations, reinforcing the belief that financial discipline and responsibility can lead to
stability, independence, and greater opportunities. Ultimately, these experiences influence
their personal goals, resulting in more realistic and well-defined career aspirations that align
with both their abilities and socio-economic context.

In conclusion, the adoption of SCCT as the theoretical foundation of this study is

appropriate, as it frames financial responsibility not merely as an economic concern but as a
psychosocial and motivational factor. It provides a framework for understanding how
students’ financial experiences translate into confidence, expectations, and purposeful career
goals. Thus, SCCT serves as a valuable guide in analyzing the extent to which financial
responsibility shapes the career aspirations of working students.

CONCEPTUAL FRAMEWORK

This study is anchored on the idea that the demographic profile of working students
and their financial responsibilities help explain how financial obligations are connected to
their career aspirations.

Figure 1.1 IPO Model

INPUT PROCESS OUTPUT

 Demographic  Structured survey  Profile and

Profile of Working questionnaire financial
Students (age, sex, responsibilities of
GWA, average  Descriptive working students
number of statistics identified.
working hours per (frequency,  Skills Influence of
week, household percentage, mean) early financial
size) responsibility on
career aspirations
 Early financial determined.
responsibilities  Summary of
findings,
 The conceptual framework of this study is anchored on the Input – Process – Output
(IPO) model, which illustrates how working students’ early financial responsibilities are
connected to their career aspirations. It shows the connection between the students’
demographic profile and financial obligations (input), the research methods and analysis
employed (process), and the resulting findings, conclusions, and recommendations (output).
 CHAPTER 3
RESEARCH METHODOLOGY

Research Design

This study used a descriptive quantitative research design. According to Creswell

(2014), a descriptive research design is used to describe the characteristics or behaviors of a
population through statistical analysis.

The researchers used this design to determine and analyze the relationship between
financial responsibility and career aspirations among working Senior High School students in
Santa Ignacia, Tarlac. Through the use of survey questionnaires, data were collected,
organized, and statistically analyzed to identify patterns and draw objective conclusions.

This design was considered appropriate since the study aimed to gather measurable
and quantifiable data from respondents and to present the results through statistical treatment.
The descriptive quantitative design allowed the researchers to describe existing conditions,
interpret the influence of financial responsibility on students’ career goals, and provide an
evidence.

Population and Sampling Technique

The population of this descriptive quantitative study consisted of all Senior High
School working students enrolled in both public and private schools within Santa Ignacia,
Tarlac, during the School Year 2025–2026. These students are characterized by their ability to
balance academic responsibilities with part-time or full-time employment as a means of
supporting their personal or family financial needs.

The respondents were selected using the snowball sampling technique, which falls
under the category of non-probability sampling. In this method, initial participants—known as
“seeds”—refer other individuals who share the same characteristics relevant to the study. This
process continues until the required number of respondents is reached.

Snowball sampling was chosen because working students represent a hard-to-reach or

hidden population. They are not always formally listed in school records, and some may
hesitate to disclose their employment status due to personal or institutional reasons. By using
peer referrals, the researchers are able to identify and reach qualified participants more
effectively while ensuring confidentiality and trust among respondents.

This technique fits the nature and objectives of the study, as it enables the researchers
to collect authentic and accurate data from participants who genuinely experience the
intersection of financial responsibility and career aspiration. Through this approach, the study
ensures that the gathered information reflects the real circumstances and perspectives of
working students in Santa Ignacia, Tarlac.