THE IMPACT OF THE CHALLENGES ENCOUNTERED BY WORKING SENIOR

HIGH SCHOOL STUDENTS TOWARDS THEIR ACADEMIC PERFORMANCE

LALA M. PAKAKAD

SUWAID A. ALILAYA

JAIRO PANDIAN

ALHIRA SIMPAL

MUHADIRA LABAY

SAMERA SAMAMA

RESEARCH PAPER SUBMITTED TO THE FACULTY OF THE DATU SAILILA

NATIONAL HIGH SCHOOL, IN PARTIAL FULFILLMENT OF THE

REQUIREMENTS OF THE SUBJECT

INQUIRIES, INVESTIGATION, AND IMMERSION

MAY, 2024

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 CHAPTER I

INTRODUCTION

The pursuit of education is essential for individual growth and success in the

modern world. However, many senior high school (SHS) students face the additional

challenge of juggling work responsibilities alongside their academic pursuits. The

purpose of this research is to explore and understand the impact of the challenges

encountered by working SHS students on their academic performance. By

investigating this relationship, we hope to contribute to the existing body of

knowledge regarding the experiences of working SHS students and provide insights

that can inform educational policies and support systems.

Senior high school students, particularly those in the upper grades, often find

themselves in situations where they need to supplement their income or gain

practical work experience. This can be due to financial constraints, family

obligations, or personal aspirations. As a result, a growing number of SHS students

engage in part-time or full-time employment during their studies. While working can

provide valuable experiences and skills, it may also pose challenges that can impact

their academic performance.

Working SHS students encounter various challenges that affect their ability to

balance work and school responsibilities. These challenges include time

management difficulties, as they need to allocate sufficient time for both work and

study. They may also experience fatigue and stress due to the demanding nature of

combining work and academics. Financial constraints can be another significant

challenge, as students may face the pressure to contribute to household expenses

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or support themselves financially. Furthermore, the need to juggle multiple

responsibilities can impact their overall well-being and mental health.

The primary objective of this research is to identify the specific challenges

faced by working SHS students and understand how these challenges impact their

academic performance. By examining the relationship between the challenges

encountered and academic outcomes, we aim to provide a comprehensive

understanding of the factors influencing academic success among working SHS

students. Additionally, we seek to explore potential interventions and support

systems that can help mitigate the negative effects of these challenges and improve

student outcomes.

This research will focus on working SHS students from various schools within

a specific region. The target population will include students in the upper grades who

are actively engaged in part-time or full-time employment. Data will be collected

using a combination of surveys, interviews, and analysis of academic records.

Surveys and interviews will provide insights into the specific challenges faced,

coping mechanisms employed, and perceptions of how work impacts academic

performance. Academic records analysis will enable the examination of the

relationship between work responsibilities and academic outcomes. Ethical

considerations will be taken into account throughout the research process, ensuring

the confidentiality and anonymity of participants.

By conducting this research, we aim to shed light on the impact of the

challenges faced by working SHS students on their academic performance. The

findings will have practical implications for educators, school administrators, and

policymakers. Understanding the unique experiences and challenges faced by

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working SHS students can inform the development of targeted interventions and

support systems to improve student outcomes. Furthermore, this research will

contribute to the academic discourse on the relationship between work

responsibilities and academic performance among high school students, adding to

the existing body of knowledge in this area.

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Statement of The Problem

1. Socio-demographic profile

a. Age:

b. Gender:

2. What is the main reason for you to work?

3. To what extent is the benefits of students working?

4. To what extent is the level of coping method to challenges in working

students?

5. Do you feel that your academic performance has improved or declined since

started working?

6. Who influence you to work while studying?

7. How much time do you have left after spending your day working and study?

8. Do you find it difficult to balance your work and school commitments?

Hypothesis of The Study

There is no significant difference on the impact of time management towards

academic performance of the students.

Significance of The Study

This study is significant and would be beneficial to the following:

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Working students. This study would motivate them to manage their responsibilities

towards school and work so that their academic performance will not be affected in

favor of their work or vice-versa.

Students. This study would give the regular students an idea on how important

education is. This would motivate them to be more focused on their studies.

Parents. This study would give the parents an idea on the problems working

students have encountered. This would motivate them to become more supportive

and more understanding towards their children.

Teachers. This study would give teachers an idea on the problems encountered by

working students. Thus, they will understand them better.

School Administrators. School administrators would benefit from the results of the

study by applying the proposed action plan which help them minimize dropouts

among working students.

Future researchers. The future researchers will benefit from the study because this

will serve as their source and guide for future studies.

Scope and Delimitation

The research was focused solely on senior high school students who are

concurrently engaged in work or employment during their school Year .The study

was limited to the impact of challenges encountered by working senior high school

students on their academic performance at Datu Sailila National High School and

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was not extensively explore other factors impacting academic achievement, such as

family background, personal motivation, or teaching methods.

Theoretical framework

This study is anchored on several theories. One of these theories is Maslow’s

Hierarchy of Needs. It states that the needs of a person are physiology, safety,

belongingness, esteem and self actualization. Another theory this study is anchored

on is the Human Capital theory by Gary S. Becker (1962) which focuses about the

importance of investments on education, health care and training. Investment in

education, medical care and training courses are investments that can benefit and

raise earnings, improve health and good habits of people for a lifetime.

According to this theory, Investing on education can raise the economic and

social status of an individual. Education can greatly increase a person’s income and

after the cost of schooling, educated people tend to have higher IQs and soon will

eventually become richer parents (Becker, 1962). Without education, people

especially those who are less fortunate will always be trapped in the vicious cycle of

poverty. Students who want to break free from the chains of poverty and escape to

seek education as a cure. The most common reason why students work while

studying is financial independence (Robinson, 1997). There are several advantages

and disadvantages of working while studying. Advantages of working while studying

is that students can support their financial needs for their studies and also to be able

help their parents financially. Also, the widespread view about working while studying

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is it enhances the students’ long-term job prospect because prospective employers

see it as a motivation and initiative (Robinson, 1997).

When a working student graduates college, they can use their past knowledge

and experience about working in their future professional jobs. They can be

confident enough, flexible, work with less supervision and effective at their work. But

there are also negative sides about working while studying. One of the

disadvantages of working while studying is that students sacrifices their time for their

studies (Powers, 2013). Working students have less time to study their lesson.

Classes which require extensive reading and writing are affected (Powers, 2013).

They can be always late for their classes. This may result in poor academic

performance and low grades. In Tinto’s model of student retention, student

integration plays a vital role to students to fulfill their academic success. There are

two kinds of integration in Tinto’s model of student retention which is the academic

retention and the social retention. Academic integration comprises of grade/mark

performance, personal development, academic self-esteem, identification with

academic norms and values and identification with one’s roles as a student. In social

integration, there are also factors which affects’ student retention.

These are number of friends in the campus, personal contact with academics

and is the student enjoying their college life. Juggling work and study can be

stressful to students which may lead to drop-outs. Few hours on-campus can help

integrate students into campus life and increase retention while long hours of work,

especially off-campus work, can have the opposite effect (Tinto, 1975). If the student

cannot integrate in school, the student might feel out of place which will make them

lose the will to continue their college degree. Working while studying can also affect

the physiological, psychological and social well-being of the student. Negative

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consequences on the other aspects of in the life of a working student are also

threatening. Lack of sleep is one of the major problems that a working student faces

especially those who work on graveyard shift or night shifts such as call centers.

Studies have shown that shift workers getting too little sleep at the wrong time of day

may be increasing their chance of getting type 2 diabetes and heart attacks

(www.BBC.com).

The human body has a natural clock that has a rhythm tuned to sleep during

the night and active during the day. Lack of sleep has an effect on the body

temperature, mood and brain function. Psychologically, working student is also prone

to anti-social behaviors such as drug addiction, increased alcohol intake, tobacco

use and criminal activity such as theft from employers.It can also promote poor

attitudes among people such as excessive materialism (Greenberger and Steinberg,

1986). Working students that are working off-campus tend to have few friends in the

campus because they are not always around. These students have less time

socializing and enjoying and cannot establish relationships because of their work

outside the campus. This may also lead to depression and drug abuse to students.

Working full-time or part-time jobs on an off-campus prevent them from enjoying the

college and all the activities that they should experiences because of the bulk of their

time is devoted to work and studying (Powers, 2013).

Another theory is Bandura’s Social Learning Theory. Bandura (1977) believed

that the learner’s environment shapes learning and behavior and that human

behavior, development and learning are reactions to the environment. Studies have

shown the detriment of noise within the classroom. Student literally can’t hear the

teacher’s voice because of the unnecessary noise that distracts students in their

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learning process. Ergonomic classroom design benefits learning

(www.Christianschoolproducts.com).

Definition of terms

The following definition of terms would provide the readers a common

understanding of this study and interpretation to clarify the content.

Academic performance. It is the level of students’ learning outcomes.

Problems Encountered. The hindrance and obstacles the working students met

that would affect their academic performance.

Working Students. Students who are working while studying either outside or inside

the campus.

Definition of Terms
Academic
Performance.

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It is the level of the
students’ learning
outcomes.

Definition of Terms
Academic
Performance.
It is the level of the
students’ learning
outcomes.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

Related Studies and Literature

Education is the main key path in understanding why people keep on

attending in school so that they can acquire fine jobs after a long and tiring college

years and yet it is also a path toward earning a college degree. To continue study the

most important thing to remember is the financial capital for their educational needs.

Capital that expect will last longer until they finish their studies. As the tuition fee

increases, more students are determined to find part-time jobs. The money that they

receive from their job will serve as an addendum to the expenses to their financial

capital for education ( Sharon E. Jarvis & others, The political Participation, The

Annette Strauss Institute civic publishing corporation of New York 2005). Utilizing

available financial aid helps students graduate from college (M.K.Bixby, 2000). There

is a proliferation of working students in industry.

There is a diverse division that depends on the company that they apply and

the company which offer an adequate rate to suit the needs of its student workers.

An amount that abides in order the student workers can able to continue their

traditional university degree. Student roles including the full- time and the part-time

workers. Full-time workers render duty from 6-8 hours, while the parttime is 4-5

hours (Armour et al, 2003). College students force to work during their pre-college

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and post- college year. They sought to retain a social connectedness to their families

because they believe they are now to help their parents (Rodoyski, 2001). Students

start to work as early as 15 years old. Work and education in an adolescent life is a

primary domain (Markel and Frone, 1998). These students also try to support their

studies and their families.(Smith & Green 2001) These students are probably still on

their elementary or high school level. Student engagement is widely understandable

in work and study. That needed more focus and dedication. By this they can attain

greater attention. Even if they are a little bit bother of the errands on their respective

working place. Krause (2007) said “the time, energy and resources are designed to

enhance learning in both school and work”.

Students who are working while studying in college find their part-time jobs

beneficial and on the other hand, problematic. Beneficial because of the income they

can get. It provides a positive educational benefits on students (Lucas, 1997).

Seeking job students can enhance their skill which is more needed in the industry.

Thus, companies who are encouraging the students to work are continuing to

develop their program to provide the needy and aspiring applicant to have a settled

job in a near future career (Richard James 2008). It is also beneficial if the work is

related to the student’s chosen course. This may be particularly beneficial as an aid

to academic knowledge and career prospect. On the other hand, it is problematic

because, when working long hours, it can damage the student’s academic activities

and performance (Hansen & Jarvis, 2000). Also, working off campus negatively

affects students’ academic work more than working at an on-campus job (M.K Bixby,

2000). Vickers et al. (2003) stated that university students who worked 20-29 hours

per week have a greater chance of dropping out. Approximately 160% greater than

those students who do not work at all. This is due to stress and inter-role conflict

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(Vickers et al., 2003). Shifting from work to school and vice versa results to stress

and anxiety(Smith & Green, 2001). The number of hours spent at work each week is

associated with a sense of conflict between work and education among adolescents

and young adults (Hammer et al., 1998).

Mental health is also an issue for working students. Excessive combination of

work and study leads to tiredness and depression (Rolfe 2002). Students are highly

prone to burnout from school and work compare to those over 30-40 years old. Less

educated people are also prone to burnout than those highly educated people.

Burnout to students is associated to many stressors. These include long hours of

work or practicum work, academic grades, uncertain about their future, unbalanced

personal and professional life and less support from family and friends (Boudreau et

al.,2004). These Problems occur and interfere with the students’ studies and in his

personal life like family bonding, religious activities, peer activities is work itself. It is

regarded as “menial and exploitative (NSW Commission for Children and Young

People, 2005). Working students also face other problems such as lack of

understanding of the rights of work and the safety of the employee. The lack of

knowledge can be associated with Exploitation (Tannock, 2001) and the number of

safety issues on fast food chains’ injuries with the young part-timers were no higher

than with the full-time employees and awareness of safety issues were high

(Mayhew & Quinland 2002).

Working while studying is driven fundamentally by budgetary need: to cover

setbacks in different types of understudy bolster; to top up salary to give a superior

understudy understanding, or to help towards future objectives. It additionally

empowers understudies to share the duty regarding meeting the expenses of their

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examination, furnishes them with a feeling of monetary autonomy, and creates

abilities in overseeing accounts. This new work expands on discoveries from the

SIES to pick up a more profound comprehension of the motivations to work, the

nature of work undertaken, and the difficulties and advantages of working while

studying in higher education (HE) (Williams, 2014). A study led by Endsleigh (2015),

showed that eight out of ten (77%) understudies are now working part-time to help

them in their financial needs in school. Being a working student is stressful most

likely in balancing your social life, time for family, school, and work. Figuring out how

to manage the pressure that pursues with being a working undergrad, and ensuring

you have no less than one night off a week, can bring down your stress levels ten

times (Mitchell, 2016). Filipino students are still able to support themselves

financially through working although they have financial problems.

According to The Working Student (2016), to set down the job options of

Filipino working students namely online jobs, paid corporate internship, fast-food

crew, and school jobs. Filipino students are struggling because they have to meet

the standards in their work so that they will not lose their job and maintain academic

performance so that they will not get a failing grade. Around 216,000 understudies in

the Philippines are right now juggling school and work, the most recent information

from the Commission on Higher Education (CHED). About 8% out of the total

number of college students in the Philippines is a working student (ABS-CBN News,

2010). According to CHED (2010), only half of the employed students can finish

college, as many cannot concentrate on their studies, while others have poor health,

and other give up because of financial problem. In Davao Region, the low rates of

the study accomplishments are the central concern of the Department of Education

(DepEd). The study of Ramento (2011), states that the low educational attainments

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of the students in the City of Davao were due to a low salary which leads the

students to combine working and studying. Thus, the students that have financial

problems are spending more time working than studying, and because of this, they

attained poor grade and poor performance in school.

In Davao Region, the low rates of the study accomplishments are the central

concern of the Department of Education (DepEd). The study of Ramento (2011),

states that the low educational attainments of the students in the City of Davao were

due to a low salary which leads the students to combine working and studying. Thus,

the students that have financial problems are spending more time working than

studying, and because of this, they attained poor grade and poor performance in

school.

According to the findings of the study conducted by Williams (2014), the

reasons why students work is due to budgetary need, meet a quick or basic

necessity, and to help the understudies in their future objectives. This was supported

by the study of Furr and Elling (2002), where the reason why the students work part-

time is due to financial problem. Aside from these reasons, there were also

consequences of working while studying and that is according to the findings of the

study of Darolia (2014), where understudies take fewer attributes in school because

of work duties. As a result, the students' lost confidence to enroll and are dropping

out and started to find a stable job. The U.S. Bureau of Labor Statistics (2013), found

34.1 percent of high school students that graduated between January and October

2013 are now part of the workforce.

Researches about working students are mostly conducted at universities in

developed countries, but those researches lack knowledge about how working

15
students face their everyday lives and how they conquer every problem they

encounter. According to the study of Ruhm (1997), it is necessary to understand the

effects of working students in society because as the rate of working student

reached an abnormal state, job-hiring started to show the negative impacts that were

attributed to it since it lessens instructive fulfillment and scholarly execution

particularly among youthful laborers without school training. On the other hand, if

working at a young age proves to be a favorable aspect of the economy. Then the

high rate of working student could add to profit gaps observed later in life. Since

there are many possible conclusions, the researchers have to see the lapses of this

work so that the researcher will be able to explore the experiences of the working

students and to be able to understand fully what a working student is.

The phenomenon of students combining work and study has been a subject

of interest for many researchers. The balance between work and study is a critical

issue that affects the academic performance of students, particularly those in Senior

High School (SHS).

Several studies have explored the impact of employment on students’

academic performance. For instance, Warren, LePore, and Mare (2000) found that

working more than 20 hours per week negatively affects high school students’

academic achievement by decreasing their study time, energy, and focus. Similarly, a

study by Singh (2018) revealed that working students tend to have lower grades due

to the time constraints and stress associated with managing both work and study.

However, some research suggests that working can have positive effects on

students’ academic performance. Marsh and Kleitman (2005) argue that part-time

16
work can help students develop time-management skills, discipline, and a sense of

responsibility, which can enhance their academic performance.

The nature of the work also plays a significant role. Manual labor jobs have

been found to have a more negative impact on academic performance than office or

knowledge-based jobs (Lehr, 2004). This could be due to the physical exhaustion

associated with manual labor, leaving less energy for academic pursuits.

The Self-Efficacy Theory, proposed by Bandura, can provide a theoretical

understanding of these findings. According to this theory, students who believe they

can successfully manage their work and study commitments are more likely to do so

(Bandura, 1997). This suggests that working students’ academic performance may

be influenced not only by their work commitments but also by their beliefs about their

ability to manage these commitments.

In conclusion, the literature presents a complex picture of the effects of work

on students’ academic performance. While work can present challenges, it can also

provide opportunities for skill development. The impact on academic performance

appears to depend on a range of factors, including the number of hours worked, the

nature of the work, and the individual student’s self-efficacy beliefs.

This review of related literature provides a foundation for the current study,

which aims to explore the effect of being a working student on the academic

performance of SHS students.

Please note that this is a general review and may need to be adjusted based

on your specific research context and requirements. You should also ensure to

properly cite any studies or theories you refer to in your literature review.

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 CHAPTER III

METHODOLOGY

This portion of the study indicates the design, research, instruments,

respondents of the study, data gathering procedure and statistical tool to be use.

Research Design

The researcher used descriptive survey questionnaire to describe the impact

of the challenges encountered by working Senior High School Students towards their

academic performance.

Respondents of the study

The respondents of the study were the thirty (30) selected students of grade

11 and 12 at Datu Sailila National High School. The total Random Sampling was

used to determine the total number of respondents.

Locale of the study

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 This study was conducted to the students of DSNHS Banaba Datu Abdullah

Sangki, Maguindanao del Sur. There were thirty (30) respondents, fifteen (15)

respondents came from grade 11 and the remaining fifteen (15) respondent came

from grade 12.

The Research Instrument

To determine the impact of the challenges encountered by working Senior

High School Students towards their academic performance, the researcher used

survey questionnaire.

Data Gathering Procedure

The researcher asked a permission from the Principals office to conduct this

study. After his approval the researcher likewise seek the permission of the advisers.

A written permission approved by the school head was secured by the researcher

prior to the administration of the research instrument to the identified respondents

After doing so, the researcher distributed the questionnaires to the respondents

personally to allow her to gather the needed data. Right after the respondents filled-

up the questionnaire, the same was automatically retrieved. After the instruments

was retrieved, the data was collated, tallied, analyzed using the quantitative

approaches. The data was presented in table and text after it was analyzed and

interpreted.

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Statistical Treatment

In this study, the statistical tools used in the data analysis were Frequency

count and percentage in interpreting the profiles of the respondents. Mean was used

in interpreting the effectiveness of the challenges encountered by working Senior

High School Students towards their academic performance in specific grade in

DSNHS using the four (4) point scale below.

Scales Mean Description

1 3.50-4.00 Strongly Agree
2 2.50-3.49 Agree
3 1.50-2.49 Disagree
4 1.00-1.49 Strongly Disagree

Scales Mean Description

1 3.50-4.00 Very High Level
2 2.50-3.49 High Level
3 1.50-2.49 Low Level
4 1.00-1.49 Very Low Level

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 CHAPTER IV

RESULT AND DISCUSSION

This chapter presents the analysis and interpretation of the data gathered.

Table 1. Socio demographic profile:

Gender Frequency (f) Percentage (%)

Male 6 20

Female 24 80

Total 30 100

Age Frequency (f) Percentage (%)

16-20 years 20 66

21-25 above 10 33

Total 30 100

The table 1 shows the demographic data of the respondents.

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 Sex. 6 (20%) of the respondents were male and 24 (80%) of the respondents

were Female. This means that most of our respondents were female.

Age. 20 Which represents (66%) of the respondents were between 16-20

years old and 10 which represents (33%) were between 21-25 years.

Table 2. Main reason for work

Indicators Frequency Percentage

(f) (%)

Support family 21 70

Improve skills 0 0

Be financially independent 8 27

Experience 1 3

Total 30 100

Table 2 Shows the Main reason for the respondents to work. 1 (3%) of the

respondent’s main reason for work is to gain experience, 8 (27%) of respondents

answered to be financially independent, and 21 (70%) of the respondents answered

to support a family. This means that most of the students were working because they

need to support their family for some reason like parents were old to work.

Table 3. Benefits of students working:

Indicators Mean Interpretation

1.Learning new thing 3.27 Agree

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 2.skill 3.23 Agree

3.Experience 3.4 Agree

4.Well prepared 2.9 Disagree

5.Earn money 3.6 Strongly Agree

Weighted Mean 3.29 Agree

Scales Mean Description

1 3.50-4.00 Strongly Agree
2 2.50-3.49 Agree
3 1.50-2.49 Disagree
4 1.00-1.49 Strongly Disagree

Table 3 shows the benefit of students working. Items number 1 Learning new

thing (3.27), 2 skill (3.23), 3 experience (3.4) all interpreted as agree. Item number 4

well prepared (2.9) is interpreted as disagree. Item number 5 earn money (3.6) is

interpreted as strongly agree.

The overall weighted mean is 3.29 and interpreted as agree. This means that

on respondents agreed on the benefits of students working such as they can learn

new things, skills and experience.

Table 4. Level of coping method to challenges in working students:

Indicators Mean Interpretation

1.Prioritizing task and time management 3.2 High Level

2.Seeking support from friends, family, and teachers 3.2 High Level

3.Developing study strategy 3.2 High Level

4.Taking breaks and self-care 3.0 High Level

Weighted Mean 3.2 High Level

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 Scales Mean Description
1 3.50-4.00 Very High Level
2 2.50-3.49 High Level
3 1.50-2.49 Low Level
4 1.00-1.49 Very Low Level

The table shows the level of coping method to challenges in working

Students.

Item number 1 Prioritizing task and time management, 2 Seeking support from

friends, family, and teachers, 3 Developing study strategy, and 4 Taking breaks and

self-care has a mean of 3.2,3.2, 3.2, and 3.0 respectively is interpreted as high level.

It has a weighted mean of 3.2 which signifies that on the level of coping

method to challenges as working students, the respondents has a high level coping

mechanism such as taking breaks, prioritizing task, seeking support and developing

strategy to help them.

Table 5. Academic performance has improved or declined since started working:

Indicators Frequency Percentage

Improved 23 77

Declined 5 17

Remain the same 2 6

Total 30 100

The table shows that 2 (6%) of the respondents answered that their academic

performance remained the same, 5 (17%) of the respondents answered declined

24
and 23 (77%) of the respondents answered that their academic performance has

improved.

This means that working students who had improved academic performance

had developed a high coping mechanism.

Table 6. Who influence for you to work while studying:

Indicators Frequency Percentage%

Family 23 76

Myself 5 17

Friends 2 6

Total 30 100

The table 6 shows the influence for students to works while studying. 23

(66%) said family influenced them, 5 (17%) for Myself and 1 (3%) friends.

Table 7. How much time do you have left after spending your day working and study.

Frequency (f) Percentage (%)

1-2 hours 23 77

3-4 hours 7 23

Total 30 100

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 The table 7 shows the time left after spending a day working and study. 23 out

of 30 respondents said 1-2 hours. And 7 out of 30 respondents said 3-4 hours. This

means that working students have limited time left for themselves after working and

studying.

Table 8. Do you find it difficult to balance your work and school commitments.

Indicators Frequency (f) Percentage (%)

Yes 29 97

No 1 3

Total 30 100

The table 8 shows balance work school Commitment, 29 (90%) answered yes

and 1 (3%) answered No. This means that working students have difficulty in

balancing work and school.

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 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS

This chapter summarizes the study, draws conclusion, findings and offers

recommendations for future direction.

Summary of the study

This study aimed to find out the motivational strategies of the impact of the

challenges encountered by working Senior High School Students towards their

academic performance. Specially, it sought to answer the following question:

1. Socio-demographic profile

a. Age

b. Gender

2. What is the main reason for you to work?

3. To what extent is the benefits of students working?

27
 4. To what extent is the level of coping method to challenges in working

students?

5. Do you feel that your academic performance has improved or declined since

started working?

6. Who influence you to work while studying?

7. How much time do you have left after spending your day working and study?

8. Do you find it difficult in balancing your work and school commitments?

The researcher used descriptive survey utilizing correlational method of

researcher. The descriptive survey is a fact-finding study with adequate and accurate

interpretation. It is used to collect demographic data about the people’s behavior,

practices, intentions, beliefs, attitudes, opinions judgments, interest, perceptions and

the like and then such data are analyzed, organized and interpreted. The

respondents of the study were grade 11 and 12 of Senior high School Students of

Datu Sailila National High School.

SUMMARY OF FINDINGS

The summary of findings was enumerated as follows:

1. On the demographic profile in terms of age, 6 were male and 24 were female.

In terms of age most of the respondents were 16-20 years old.

2. On the Main reason for the respondents to work, 21 (70%) of the respondents

answered to support a family. This means that most of the students were

working because they need to support their family for some reason like

parents were old to work.

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 3. On the benefit of students working, it has an overall weighted mean is 3.29

and interpreted as agree. This means that on respondents agreed on the

benefits of students working such as they can learn new things, skills and

experience.

4. On the level of coping method to challenges in working students, it has a

weighted mean of 3.2 which signifies that on the level of coping method to

challenges as working students, the respondents have a high-level coping

mechanism such as taking breaks, prioritizing task, seeking support and

developing strategy to help them.

5. On whether the academic performance had improved, declined, or remained

the same, 3 (77%) of the respondents answered that their academic

performance had improved.

6. On the reason who influenced for students to works while studying, 23 (66%)

said family influenced them.

7. On the time left after spending a day working and study. 23 of 30 respondents

said 1-2 hours left. This means that working students have limited time left for

themselves after working and studying.

8. On the balancing work and school Commitment, 29 (90%) answered yes. This

means that working students have difficulty in balancing work and school.

Conclusion

From the aforementioned findings, the conclusions which are binding on

the respondents arrived at:

1. From the comprehensive analysis of the data gathered, it is evident that the

challenges encountered by working senior high school students have a

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 significant impact on their academic performance. The struggles they face,

including time management issues, increased stress levels, and potential

financial burdens, contribute to difficulties in maintaining satisfactory

academic results.

2. The presence of these challenges negatively affects the academic

performance of working senior high school students. Balancing work

responsibilities with academic commitments often leads to limited study time,

reduced participation in extracurricular activities, and higher levels of fatigue

and mental exhaustion. Consequently, these factors can contribute to lower

grades, reduced motivation, and even a higher risk of dropout.

3. The findings underline the importance of support systems within educational

institutions and the broader community. Schools should acknowledge and

address the unique needs of working students by providing tailored resources,

flexible scheduling options, and academic guidance, aiming to ease the

challenges they face. Collaboration among teachers, parents, and employers

is crucial to creating an environment that supports academic success while

considering the demands of students’ employment.

4. Advocacy and policy changes are necessary to promote fair working

conditions for senior high school students. Stricter regulation of working

hours, improved labor protections, and increased employer awareness can

contribute to achieving a better balance between professional and academic

life for working students, enabling them to thrive academically.

Recommendations

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 Based on the summary of the investigations and the conclusions arrived at,

the researchers have offered the following recommendation.

1. Enhance support systems in educational institutions: Schools should establish

dedicated support programs and resources to assist working senior high school

students in managing their academic and work responsibilities. These support

systems may include academic counseling, time management workshops, and

mentorship programs tailored to the specific needs of working students.

2. Flexible scheduling and arrangements: Educational institutions should consider

implementing flexible scheduling options that accommodate the work commitments

of senior high school students. This may involve offering evening classes, online

learning options, or adjusted timetables to allow students to attend their work

responsibilities without compromising their academic progress.

3. Collaborate with employers: Schools should actively engage with employers of

working senior high school students to foster a supportive and cooperative

relationship. Encouraging employers to provide flexible work hours and

understanding the importance of education in the students’ lives can create a

conducive environment for balancing work and academics.

4. Financial assistance programs: Institutions, together with government entities and

organizations, should explore and provide financial assistance programs specifically

designed to support working senior high school students. These programs may

include scholarships, grants, or subsidized transportation to alleviate the financial

burden on students and enable them to focus more on their studies.

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5. Advocate for policy changes: Educational policymakers should advocate for policy

changes that prioritize the welfare and educational needs of working senior high

school students. This may involve lobbying for stricter regulations on working hours,

ensuring fair wages, and safeguarding job security to prevent exploitation and enable

students to maintain a reasonable balance between their academic and work

responsibilities.

APPENDIX

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SURVEY QUESTIONNAIRE

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