CHAPTER I

INTRODUCTION

1.1 INTRODUCTION

In today's era, a growing number of young students are showing a keen interest in

engaging in activities beyond their academic pursuits. Many students opt to take up

employment during their time as students. Balancing part-time work with their studies can

provide them with a consistent income and valuable professional experience. By securing a

flexible, temporary job that accommodates their class schedules, they can both bolster their

finances and fully enjoy the university experience. The cost of funding a college education

and covering daily expenses is quite high. Consequently, students often explore alternatives

to federal loans to ensure a comfortable college life. While not without its challenges, various

factors drive students to consider part-time employment. As mentioned, tuition fees may be

manageable, but the costs of day-to-day living are steep.

To sustain their time at college, finding employment becomes essential. Additionally,

numerous expenses, such as food, textbooks, and study materials, require financial resources.

Therefore, any additional income can significantly ease their financial burden. Furthermore,

students sometimes seek real-world work experience to enhance their soft skills. This drives

them to seek part-time jobs, as many employers place high value on applicants with practical

job experience. Consequently, students pursue part-time employment to enhance their

prospects of securing future employment. Another compelling reason for students to

contemplate part-time 1advantages and disadvantages to students taking on part-time

employment. On the positive side, this experience fosters increased independence, improves

their budgeting skills, helps them manage their schedules, and enhances their soft skills,

including communication and problem-solving abilities. Conversely, some drawbacks include

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an increased risk of dropping out, delayed graduation rates, and potentially negative effects

on academic performance.

Engaging in part-time work enables students to collaborate with a diverse group of

individuals, which, in turn, helps them refine their communication and interpersonal skills.

This encompasses demonstrating gratitude, adhering to workplace etiquette, receptiveness to

feedback, and effective relationship management. A part-time job will help students develop

these lifelong skills they can emphasize in a CV when seeking employment. It is also a

chance to start networking. Classroom work alone will not permit them to develop

professional relationships that can open them to career opportunities. It is the reason why

many students embark on these jobs. So, there are always numerous reasons why many

students get part-time jobs. Even with these good reasons, there are always innumerable

challenges that such students face.

The educational landscape is evolving, and today's students often find themselves

grappling with a heavy load of assignments accompanied by tight deadlines. Consequently,

taking on a job, especially when the academic workload is already overwhelming, can lead to

increased exhaustion and hinder students from maintaining good grades while effectively

managing their part-time employment. Balancing off-campus work with studies is

particularly challenging, as it has a detrimental impact on class participation and leaves

students with limited hours for studying, conducting research, and completing assignments.

The foremost challenge revolves around striking a harmonious equilibrium between work and

college commitments, demanding a substantial amount of time.

The inability to complete assignments punctually or achieve satisfactory exam results

is a lamentable consequence, as the job limits direct interactions with professors. This can be

disheartening, especially given the significant financial investments students make in their

college education. Those who have families to support may encounter even greater

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difficulties in striking a balance between their academic and familial responsibilities.

Effective planning and prioritization are pivotal for successfully managing both part-time

employment and education simultaneously. A considerable portion of the student population

finds themselves in the position of juggling work with their pursuit of a degree, even if,

ideally, they would prefer to focus solely on their studies. Several factors come into play, but

financial stability is generally a driving force.

Having control over their finances instills students with the confidence they need to

navigate the dual challenges of work and education. Furthermore, the professional skills they

acquire over time provide them with a solid foundation for their future career. One of the

primary advantages of working part-time while in school is the opportunity for students to

gain a deeper understanding of themselves and their aspirations. They develop into

independent individuals who take responsibility for their actions through their dedicated

efforts in the workforce. This experience can even facilitate the job application process once

students graduate. While there are undeniable benefits to working part-time as a student, if

individuals believe that the drawbacks outweigh the advantages, they should consider

discussing adjustments to their work hours or exploring alternative job opportunities with

their employers. Finding the right work-life balance can yield enduring dividends in the form

of valuable life and career experiences for years to come.

1.2 IMPORTANCE OF PART-TIME JOBS

Engaging in part-time work provides individuals with the luxury of more time and

energy to attend to various aspects of their lives, allowing them to maintain a balanced

lifestyle with reduced stress levels. Part-time jobs hold significant potential for personal

growth and fulfillment. By making informed choices when selecting a part-time job,

individuals can broaden their knowledge, enhance their skills, and build expertise in their

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desired field. Furthermore, this placement in a new work environment can open the door to a

plethora of fresh opportunities. Organizations often recruit part-time staff to meet unforeseen

needs within their operations, creating an ideal chance for individuals to make a meaningful

impact in their roles. As they acquire the fundamentals while working part-time, this option

appears both viable and less demanding, reducing the stress associated with full-time

employment and allowing them to fully appreciate their pursuits without carrying work-

related burdens throughout the day. Some of the popular part-time job options among

students include catering, data entry, tutoring, marketing, video presentation, HR internships,

and physical labor.

1.3 BENEFITS OF PART-TIME JOB AMONG STUDENTS

The advantages of taking on a part-time job as a student extend to earning extra

income while acquiring a diverse set of skills not typically offered in high school or college

settings. Regardless of the motivation behind it, working part-time during one's academic

years brings forth several benefits, some of which include:

1.) Enhancing Confidence and Responsibility:

Part-time work allows students to shoulder new responsibilities, fostering

confidence in their ability to transition into independent adulthood and develop

qualities that will contribute to their success in future careers.

2.) Exploring Alternative Career Paths:

It provides an opportunity for students to explore different career options and

align them with their interests and aptitude, aiding them in making informed decisions

regarding their educational pursuits and potential career shifts.

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3.) Strengthening the Resume:

Engaging in part-time employment significantly enhances a student's resume,

bolstering their prospects for future employment by providing valuable job experience.

4.) Developing Strong Work Ethic:

Part-time work instills a robust work ethic, helps students prioritize tasks

effectively, and teaches them time management skills, fostering a sense of

responsibility and improving their efficiency.

5.) Facilitating Social Interaction:

Part-time jobs contribute to students' social lives, allowing them to build work

relationships that may evolve into long-lasting friendships, offering support not only

in personal matters but also in their professional journeys.

6.) Enhancing Communication Skills:

Every job requires a degree of communication, and part-time work provides an

opportunity for students to hone their communication skills, enabling them to

integrate into society and lay the foundation for their future careers.

7.) Building Networking Opportunities:

Establishing connections with professionals in their field is critical for

securing employment after graduation, and part-time work allows students to initiate

networking early in their careers.

8.) Fostering Independence:

Working part-time fosters independence, allowing students to take charge of

their own finances and daily lives, whether they are in high school or university.

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9.) Ensuring a Steady Income:

Part-time employment supplements a student's financial resources, helping

cover academic and social expenses, thereby reducing reliance on student loans.

10.)Learning Money Management Skills:

Earning money teaches students to be more financially prudent, encouraging

budgeting and financial responsibility from a young age, helping them avoid

significant debt as they progress in life.

11.)Source of Income:

One of the primary reasons students work while studying is to secure income

that allows them to be financially self-sufficient and meet various expenses, especially

when studying abroad.

12.)Early Time Management Skills:

Part-time work necessitates effective time management, and students develop

these skills earlier than their full-time peers, helping them balance work and school

responsibilities efficiently.

13.)Gaining Early Work Experience:

Part-time jobs provide students with valuable early work experience, which is

particularly advantageous for roles requiring both soft and hard skills.

14.)Easier Adaptation:

Exposure to the working world during studies facilitates smoother adaptation

to a professional environment, reducing the challenges associated with transitioning

from an academic to a work setting.

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1.4 DISADVANTAGE OF PART-TIME JOB AMONG STUDENTS

Despite these numerous advantages, there are also certain disadvantages to part-time

employment while pursuing an education:

a) Stress:

Balancing work and study can disrupt sleep patterns and result in heightened

stress, especially during exam periods.

b) Lack of Time:

Part-time work schedules can be unpredictable, affecting study plans and

social life, as last-minute shifts or coverages can disrupt planned study time.

c) Limited Time for Socializing:

Juggling work and studies may reduce the time available for socializing and

leisure activities.

d) Impact on Academic Performance:

Students may find it challenging to dedicate sufficient time to their studies,

leading to fatigue and negatively affecting academic performance.

e) Lack of Employee Benefits:

Many part-time jobs do not offer employee benefits like health insurance and

retirement plans.

f) Job Insecurity:

Part-time positions may offer less job security, as employers may let go of

part-time staff during tough times.

g) Health Implications:

Balancing a busy schedule can impact one's health due to stress and limited

self-care time.

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 h) Distraction from Studies:

Earning extra income may distract students from their academic priorities.

i) Lower Pay:

Part-time jobs often come with lower compensation compared to full-time

roles, even when performing the same tasks.

j) Unreliable Clients:

Some part-time workers may struggle with inconsistent work schedules and

unreliable clients, affecting their financial stability.

k) Poor Communication:

Employers may sometimes overlook part-time workers in terms of

communication and crucial information, potentially leading to misalignment with

company developments.

l) Late Payments:

Delays in payment can create financial challenges for part-time workers,

affecting their financial planning.

m) Lack of Stability:

Part-time work can be inconsistent, with varying workloads and uncertain

work arrangements.

SIGNIFICANCE OF THE STUDY

A part-time job is considered a modern type of job that students can continue during

their studies to cope with the different needs of life. A part-time job is a help for individuals

who may not get a full-time job for some reason. Part-time jobs enable individuals to fulfill

their needs for whom the salary package is too low to compensate for their basic needs.

Further part-time job enables students to continue their studies without burdening their

parents. This research is helpful for researchers as well as students in understanding the

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extent to which part-time jobs is useful in academic achievement. The study is beneficial for

identifying the existing status of part-time jobs so that higher education students can

understand their ability to face problems while doing part-time jobs. It will help future

researchers in their research related to problems of part-time jobs.

OBJECTIVES OF THE STUDY

The main objective of this study is to know the economic status of the students doing

part time work in Tirunelveli. The other objectives of the study are:

1. To analyses the income pattern of students doing part time job.

2. To study the socio economic conditions of students doing part time job.

3. To find out the utilization of income earned from part time work.

METHODOLOGY

Methodology is a way to systematically solve the research problem. It explains the

various steps that are generally adopted by a researcher in studying in the research problems

with logic behind them.

PERIOD OF STUDY

The period of study has been restricted to five months (December 2024 to April 2025).

SOURCES OF DATA

In the present study, the data were collected from both primary sources and secondary

sources. The primary data were collected from the part time working student in

Palayamkottai. Secondary sources include census reports, articles, newspaper reports,

journals and books.

COLLECTION OF DATA

Before collecting the primary data, the researcher conducted pilot study; through the

pilot study the researcher framed full fledge Interview schedule. The interview schedule was

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pretested. It was restructured with some additions and deletions after the pre-testing interview

schedule was modified and thus was used as tool to collect data from the respondents.

As well-conceived and structured interview schedule was prepared and applied. The

questions were based on the objectives of the study. Most of the questions in the interview

schedule were in the form of interrogative statements. Keeping the objectives of the study in

mind, the researcher have selected 50 part time working students based on convenience

sampling method so as to gather first hand sources of information.

CONSTRUCTION OF TOOLS

After collecting the primary data from the 50 part time working students, the collected

data were tabulated and analyzed in a systematic manner. For this first the data collected were

classified and tabulated by using tables, bar diagram, pie chart, percentages method. Then the

classified data were analyzed with reference to the objectives of the study and with the help

of appropriate tools of analysis.

LIMITATIONS OF THE STUDY

The present study was mainly based on the information given by the part time

working students in Palayamkottai. The sample respondents were not having any proper

records. Hence, the extent of the reliability of the financial data provided by part time

working students may be subjected to personal bias.

CHAPTER SCHEME
The study is divided into five chapters.
1. First chapter covers Introduction, Objectives of the study, Methodology, Period of
study, Sources of data, Collection of data, Construction of tools, Limitations of the
study and the Chapter scheme.
2. Second chapter entitled the 'Review of Literature'.
3. Third chapter deals with ' Profile of the study area'.
4. Fourth chapter deals with ‘Analysis and Interpretation of Data’.
5. The final chapter deals with 'Summary of Finding, Suggestion and Conclusion '.

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 CHAPTER II

REVIEW OF LITERATURE

Several theoretical and empirical Studies have been made been researcher and social

scientists to asses part time job of the Students. This study has the literature of the subject

available in books, periodicals, articles, website, etc , the following are related studies of this

present study.

Mussie T. Tessema1, Kathryn J. Ready1 & Marzie Astani1 (2006) Indicates that

approximately 80% of undergraduate students in the United States were employed while

attending college during the 2003-2004 academic year, and among those working students,

one-third identified themselves as individuals balancing both the roles of employees and

students. These statistics reflect the growing trend of student employment and the concurrent

escalation in the number of hours spent working on American campuses (U.S. Department of

Labor, 2013).

Callender (2008) The conclusion drawn is that "student employment is expected to

continue being a fundamental aspect of the higher education environment," with a growing

number of students relying on their earnings. Consequently, the prevalence of student

employment is not confined to the United States alone; it is a global phenomenon.

Barron (2007) As detailed in the research titled 'The reasons and advantages of

parttime employment while pursuing a degree: enhancing comprehension of part-time work

among hospitality and tourism students at an Australian university,' it was highlighted that

student employment has drawbacks, including reduced study time and increased absences,

potentially leading to detrimental impacts on students' academic achievements.

Curtis, S. & Shani, N. (2002) in their study ‘The Effect of Taking Paid Employment

during Term-time on Students’ Academic Studies. In March 2000, a survey involving 359

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students from Manchester Metropolitan University was conducted, revealing an increase in

student employment compared to the preceding year. The outcomes of this survey indicate

detrimental effects on academic performance, such as the missing of lectures and students'

belief that their coursework grades are negatively impacted by their employment.

Nonetheless, students also underscore the positive aspects of working, which extend beyond

financial considerations. These advantages encompass skill development, a deeper

comprehension of the business world, and a boost in self-confidence, all of which provide

valuable support to their current and future studies.

Bachman and Schulenberg (2008) concluded from their survey of 70,000 high

school seniors that students who were not college bound, and who had low GPA tend to work

longer hours. This supports the hypothesis that disengaged students are more likely to work

longer hours. Generally, the consensus is that adolescents use their earnings to purchase

wants rather than needs. Most of the money earned by middle class white teenagers is spent

on entertainment and goods and services related to youth culture.

Bills, Helms, Elder &Ozcan (2004), the studies reviewed demonstrated that there is

compelling evidence, except in the case of gifted students, that intense part-time work has a

negative effect on psycho-social functioning; less sleep, less satisfactory leisure time and

time for health related activities. The relationship between work hours and indicators of

psychosocial development among 4,000 students in grades 10 to 12 was examined. The

results indicated that intense work hours among adolescents were associated with depression

and psychological problems.

Carr, Wright, & Brody (2003) Many researchers also believed that students who

work during high school are more likely to be employed as adults. Levantal, Graber, and

Brooks-Gunn concluded that students who enter the job market early are more likely to

complete high school while Mortimer felt that high school students who work even as much

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as half time are in many ways better off than students who do not have jobs. The results of

empirical investigations were found to be inconsistent in this area. In the family arena, some

studies found that workers and non-workers were different in family related effects. Other

studies showed no effect of working on quality of family relations and involvement. Some

studies reported decreased family time, less influence of parents and a sort of pseudo adult

status among workers with less parental monitoring.

Fegley, and Dornbusch, (2004) concluded that many students who claim to suffer no

adverse effects of part-time work take less challenging courses and cheat on tests and

assignments in order to cope. Several methodological issues have arisen from the research on

part-time work. Studies conducted by Mortimer, Finch, and Shanahan, cited in Mortimer,

2003 suggested that in addition to conducting more longitudinal studies, researchers need to

focus on both negative and positive correlates of part-time work. Most researchers have

discussed the negative aspects of adolescent employment but have focused less on the

positive attributes. Part-time employment can be beneficial to some high school students.

Another issue is in understanding of the reasons why students work. The reasons why

adolescents work have changed considerably over the past three decades. The first part of the

chapter is focused on the critique of the current empirical literature on the effects of part-time

employment during school, to review the findings, identify the sources of inconsistencies in

the empirical literature and critique the methodological issues. Secondly, the summary of

findings is grouped according to the outcomes considered; such as the effects on educational,

social, psychological and career development.

Fredricks, Blumenfeld and Paris (2004), the construct of school engagement

implies students’ level of connectedness to school. It is a multifaceted construct and is

defined in research literature in three ways cognitive engagement, emotional engagement,

and behavioral engagement. Cognitive engagement denotes tasks involving and related to

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learning, academic behavior, and school effort. Emotional engagement entails positive forms

of conduct towards school administrators, teachers, students, and other school personnel.

These include enthusiasm, interest, and optimism. Behavioral components of engagement

involve initiation, participation, time, and effort spent on schoolwork, co-curricular, and

extra-curricular activities. Then they suggested that there should be a clear distinction

between cognitive and behavioral effort. Behavioral effort is simply doing what is necessary,

while cognitive effort involves learning and mastery of instruction. Learning is not merely

required attendance. Students need to be cognitively, emotionally, and socially engaged in

school to be successful learners. Hence, some students are socially involved in school yet

they achieve minimum academic achievement.

Johnson (2001), Engagement has been described as a form of social capital since it

incorporates the social networks that facilitate bonding (relations among family members and

close friends), bridging (relationships among colleagues and distant friends), and linking

relationships (relations with persons of influence who can provide resources and connections)

Students who are fully engaged in school feel a sense of pride and loyalty to school,

participate in co-curricular and extracurricular activities, have friends at school, generally

pursue their studies with effort and persistence, and do not skip or cut classes . Yet the

problem of causation persists. Does intense part-time employment lead to disengagement

from school or does disengagement from school influence students’ decision to participate in

part-time employment.

Johnson and Lino (2000) observed that most adolescents who work are white,

middleclass, and suburban. These researchers declared that it is a myth to think that most

working teens are poor minorities who need to supplement the family income or are

desperately trying to save for a college education. They also suggest that we dismiss the

concept that part-time adolescent employment is “a bridge into the adult labor force”, “a sort

14
of modern-day apprenticeship” or that it serves “important economic and educational

functions”. They concluded that adolescents work too many hours simply to satisfy their

personal needs and do so in jobs that have little educational benefits and little connection to

their intended careers.

Layne, Castillo, Stout, &Cutlip, (2004) , to be included in the debate on the effects

of part-time employment must be the occupational hazards and injuries associated with

adolescent work. Every year more than 60,000 adolescents are reported to have received

treatment at hospital emergency departments for work related injuries and over 50 teens die

from such injuries. The relationship of work and educational and psychological outcomes is

more complex than was previously understood. There is the issue of pre-existing differences

among workers. This relationship is moderated by the following variables: (a) work intensity

as defined by the number of hours worked per week during the school year; (b) type of work,

as well as quality of work experience which is a key issue; (c) school-based and supervised

work experience; (d) gender, effect on self- esteem, self- reliance may be gender specific.

The relationship of work variables to educational achievement is mediated by certain school-

related variables. Work affects school through the mechanism of the following variables:

school engagement and embeddedness; time spent on home-work; selection of courses;

postsecondary aspirations; involvement in extra and co-curricular activities and parent,

family and peer relationships.

Marsh, (2001) She supported the zero-sum view that explains why students who

work longer hours have less time for academic work, co-curricular-activities, and

extracurricular activities.

Mortimer (2003) found that there were some benefits to teenage work and concluded

that high school students who work as much as half time are better off in many ways than

their peers who do not work. However, suggested that many parents who consider work to be

15
beneficial might be unaware of the relationship between work hours and school achievement

and need to be guided into understanding such a relationship. The studies that concluded

negative effects of more than 20 hours of part-time employment, many reported that work in

excess of 20 hours led to lower GPA. Most of these studies were cross sectional and hence

their results did not indicate the causal relationships between part-time work and academic

achievement.

Mortimer, Finch, Owens, & Shanahan (2005) reported that working females tend to

hold positions involving retail, customer services, and child care while working males hold

more manual, physical labor intensive jobs, and food service positions. Many males preferred

routine, repetitive jobs, public relations jobs, and jobs involving computer training while

females try to get positions that may evaluate future careers and develop mentor relationships

with adults. They found that males were more subjected to job stress than females.

Newman (1999) found that adolescents in Harlem who took employment at Burger

Barn achieved diversion from street violence and drugs, working class status, and obtained

the opportunity to practice the work ethic. The adolescents also learned interview skills,

multi- tasking skills, social interaction skills, as well as physical dexterity and endurance

which can be transferred to more prestigious occupations.

Oettinger (2002) With regard to frequency of employment, argued that while modest

weekly hours was associated with higher grades within each grade level, being in and out of

employment between grade transition was associated with performance decline. Also,

extensive school year employment had a negative impact on the achievement of racial

minorities particularly those who initially worked in excess of 20 hours per week during the

school year. By contrast, Oettinger also found that summer employment had no adverse

effects on students’ grades.

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 Pickering and Kings (2001), In the United States a large number of high school

students participate in part-time employment during the school year. Part-time employment is

perceived as beneficial for teens and necessary for adolescent development. Data from the

Bureau of Labor Statistics, 2005 indicate that approximately 80% of high school students

work at one time or another during high school and approximately 68 % of 16 to 19 year olds

were reported to be employed in August, 2005. Any activity that is widespread and takes a

relatively large amount of time is sure to have educational and psycho-social consequences.

Yet the empirical literature provides inconsistent and contradictory findings on the costs and

benefits of part-time employment. As a result, there are few guidelines for educators,

policymakers, parents and students to follow in making decisions regarding part-time

employment.

Quirk and Keith (2002), There is a growing body of research on the relationship of

part-time work to social, psychological, and educational development of youth. Despite

accumulated research results on the effects of part time work on social and educational

development of youth, there is continuing concern among sociologists and educational

researchers on the effects of adolescent part-time semester employment on school

engagement and academic achievement. A number of researchers have pointed out the

negative effects of intensity of work experiences on educational and socio-psychological

outcomes.

Shanahan, Elder, Burchinal, & Conger (2006).There were also studies that found

positive effects of work on teenagers’ relationship with parents and fewer arguments over

money and spending. The research project conducted by Greenberger and Steinberg

demonstrated the many inconsistencies that can exist between cross sectional and

longitudinal designs on any given topic. While it was reported that adolescents spend most of

their earnings on consumer items, a different pattern of behavior was observed in rural areas.

17
A study conducted on rural and urban youth reported that about one third of adolescents in

rural areas saved money, paid school fees, and contributed to family expenses. This indicated

that teenagers who reside in rural areas may work for different reasons than youth who live in

urban areas.

Singh (2005), In addition, to lower grades, part-time employment in excess of 20

hours during the school year was also reported to have negative effects on standardized

scores. Singh concluded that intense employment did not only result in lower achievement

scores, but also in less involvement in school and after school activities.

Singh and Ozturk (2000) considering course selection, reported that for students

who worked intensely there was a significant negative effect on course work and course

selection in mathematics and science. High school students’ course selections were often

modified by their work intensity. That is, the more hours these students worked, the fewer

science and mathematics courses they took or completed. Such selection of courses (e.g.

taking fewer advanced courses) also masks the effect of working on school performance.

Singhits, (2000), while other researchers have found beneficial effects of working for

youth. Some researchers have suggested that there is no discernible effect of working on such

outcomes as grades. In view of the inconsistent and somewhat contradictory findings of

research, it is evident that the effect of work is far more nuanced and complex than

previously understood.

Vazsonyi, (2003), since low- intensity work is associated with positive family

relations, under certain circumstances work can be beneficial for adolescents and their

families. Family seems to play an invaluable role in outcomes for adolescent workers. Pre-

existing family differences should also be considered when drawing conclusions about part-

time work. It is suggested that “family lays a foundation that employment builds on” Who

Works and Why? Who works? Is work behavior cause or effect of academic behavior? Does

18
work intensify the already bad situation for low achieving students or is it low achievement

that causes adolescents to pursue intense work? Many students find it difficult to balance

school and work, leading to greater psychological and somatic stress. Many students

experience stress beyond their coping skills.

Warren (2002) in a further study rejected the zero-sum model and proposed a social

psychological primary orientation model to explain the relationship between high school

student employment and academic outcomes. In fact, concluded that many of the negative

effects of employment on academic outcomes are because of pre-existing differences among

the youth and not the number of hours they elect to work. Some studies postulate the effect of

work on academic achievement is through some intervening variables as attendance,

homework, time on curricular activities and school engagement. Generally, there was a

negative effect of work intensity on school-related outcomes such as attendance.

Warren, LePore, and Mare (2000) in their study of short- and long-term effects of

student employment on grades, found no evidence that high school employment had any

effects on grades or that grade influenced employment activities.

Wright (2006), some maturity and socialization related, and long-term employability

benefits were reported as well as valuable growth when conditions and relationships in the

workplace are right. Work related variables have also been associated with increased drug

and alcohol use as well as delinquency.

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Behavioral Studies in Business, Entrepreneurial orientation, p.12.

16. Newman (1999) “Industrial entrepreneurship in Madurai District” Published on

Sultan Chand & Sons, p.42

17. Oettingar (2002) “Self-Help Groups of the Rural Poor” NABARD Bombay, Case
Studies, p.29

18. Pickering & Kings, (2001) “Entrepreneurship Development”, Himalaya Publication

House, p.3

21
19. Quirk & Keith (2002),“Handbook on Empowerment and Entrepreneurship”, Agrotech
Publishing Academy, Udaipur, p.13

20. Shanahan, Elder, Burchieal& Conger (2006),“Entrepreneurial Development”

Published on Sultan Chand & Sons, p.1.45.

21. Singh (2005), “Students’ propensity to entrepreneurship: an exploratory study from

Greece”, International Journal Innovation and Regional Development, Vol. 4, No.
pp.309-311.

22. Singh & Qzturk (2000), “Rural development and empowerment”, Kurukshthra, p.27.
20

23. Singhits (2000), “Entrepreneurial Ecosystem: Case study on the influence of

Environmental factors on Entrepreneurial success”. European Journal of Business
and Management, Vol.4, p.16

24. Vazsonyi (2003), “Assessment of entrepreneurial skills of women college students in

madurai city” (Unpublished PhD., thesis, Madurai Kamaraj University)

25. Warren (2002), “Potential for opportunity recognition along the stages of
entrepreneurship”, Journal of Global Entrepreneurship Research, Vol.2, No.7, p.19.

26. Warren, Lenore & Mare (2000),“Attitude of youth towards Entrepreneurship: A case
study of Varanasi” The ICFAI University Journal of Entrepreneurship Development,
Vol. VI, No.2. p.61

27. Wright (2006), “Social Economic Background and status of Women Entrepreneurs in
Small Scale Industries – A Study”, Entrepreneurship Business Review, Vol.2, p.26.

22
 CHAPTER -3

PROFILE OF THE STUDY AREA

3.1 Introduction

Tirunelveli District was formed in 1790 by the East India Company, later came under

the direct control of the British Crown Queen Victoria. The name Tirunelveli has been

composed from the three Tamil words i.e. ‘Thiru – Nel – Veli’ meaning Sacred Paddy Hedge.

3.2 Geographical Location

Tirunelveli District having geographical area of 3876.06 sq.kms, which lay in the

South eastern portion of Tamil Nadu. It is triangular in shape. The Tirunelveli district is

located in the world map, lies between 8°.08’ and 9°.23’ of the latitude and 77°.09’ and

77°.54’ of longitude.

3.3 Topography

The district is located in the southern part of Tamil Nadu and surrounded by state of

Kerala, Tenkasi District, Thoothukudi District, Gulf of Mannar and Kannyakumari District.

The lifeline of the district river Tamiraparani feeds the district and quenches the thirst of

residents of Tirunelveli and Tuticorin district too and also supplying drinking water to

Virudhunagar.

3.4 Administrative Setup

Tirunelveli District has been bifurcated into that Tirunelveli and Tenkasi Districts (as

per GO.No.426, Revenue Administration Wing [RA(1)] Section dated.21.12.2019) with

effect from the 12th November 2019. After the bifurcation, The Tirunelveli District has 2

Revenue Divisions consisting of 8 Taluks, 30 Firkas, 370 Revenue Villages (as per

GO.No.476, Revenue Administration Wing [RA(1)] Section dated 21.12.2019) and 9

Development Blocks and 204 Village Panchayats (as per Tirunelveli District Gazette

Notification by the District Collector/Inspector of Panchayat, Dated 14.02.2020).

23
3.5 Climate and Rainfall

The district has a peculiar climatic condition throughout the year and receiving

rainfall in all the seasons. In the current fasli year 1200.0 mm of rainfall was received [Fasli

1431-2021-2022] Apart from that the mean maximum and minimum temperature have been

decreased when compared with the last year. The maximum precipitation is contributed by

the North East monsoon (841.2 mm) followed by summer (167.0 mm), south west monsoon

(122.5 mm) and winter (69.3 mm). However the current year was good rainfall.

3.6 Demographic Details

The population of the District was 27,23,988 in 2001 Census and stood at 16,36,438

as per 2011 census after bifurcated. The projected population for the year 2021 is about

19,19,702. The Density of Population per sq.km was increased from 399 in 2001 census and

422 persons in 2011 census. Tirunelveli, Palayamkottai, are the most densely populated

Taluks in the District as per 2011 census. The Sex ratio is 1023 females for every 1000 males.

The Literacy rate is 77.51% in the District as per 2011 census.

Out of total population, males were 13,33,939 and females were 13,90,049 in 2001

census and raised as males are 8,06,697 and females are 8,29,741 in 2011 census. Population

for 2021 was projected as 18,48,684 whereas male 9,11,326 and female 9,37,358. Total

Schedule caste population is 276814 which represent 16.9% to the total population as per

2011 census. Schedule Tribes are found to be very small in numbers of 6614 which is 0.40%

to the total population.

3.7 Occupation

Agriculture plays a vital role in the District’s economy. The total cropped area was

87849.345 hectares, which covers 22.66% to the total geographical area of 387606.195

hectares. When compared with previous year i.e. 2020-21, the total cropped area was

increased by 3.34%. The Paddy, Maize, Cholam, Blackgram, Green gram and other minor

24
millets are the important food crops. Cotton, Chillies, Sugarcane and Groundnut are other the

important commercial crops. Out of total cultivated area of 87849.345 hectares 16642.711

hectares were sown more than once. Apart from agriculture, Beedi rolling, Cattle rearing,

Poultry farming, mining and quarrying, Construction work and power woods are providing

employment opportunities and earnings as subsidiary income to the people of this district.

3.8 Irrigation

The District is blessed with the Western Ghats, from which all the perennial rivers are

flows and drain towards the east. The surface water of the District is drained into major river

basin viz., Thamiraparani. Thamiraparani is the major river basin in the District. The other

streams which are seasonal in nature ie. Servallar, Manimuthar, which are drain into the

Tamiraparani River. The sources of irrigation are Canal, Tank and Well, which cover the area

of 74705 hectares. Among the total area irrigated, Open Well irrigation covers 27585 hectares.

3.9 Top Attractions

Sulochana Mudaliyar Bridge (Nov. 28, 1843) The Sulochana Mudaliyar bridge

connects the twin cities of Tirunelveli and Palayamkottai. The bridge resembles the bridge

over the Thames River in London. Though the British Indian government constructed the

bridge, a private citizen financed the bridge construction. His name was Thiru. Sulochana

Mudaliyar. Thus, it was the first bridge in India named after a private citizen by the British

Indian government.

3.10 Thiruvalluvar Two Tier Bridge (1972)

The two tier over bridge, namely Thiruvalluvar Bridge at Tirunelveli Junction was

constructed to avoid the railway line crossing. The total length of bridge is 800 metres. This

type of two Tier Bridge constructed in Tirunelveli is the first of its kind in India. This bridge

was opened for traffic in 1972. This two tier over bridge consists of 25 spans of which 13 are

25
of bow string arch, each with a width of 30.30 metres and 12 are single tier R.C.C. girder

each having a width of 11.72 metres.

3.11 Iruttu Kadai Halwa

Tirunelveli city is well known for Halwa. Almost 95 years ago the original Tirunelveli

Halwa Shop, which was fondly called by people all around the world as “IRRUTUKADAI”

owing to its dark ambience was started by Krishnasingh and his son Bijlisingh, from

Rajasthan. The Irrutu Kadai still functions in the same building without any modification

except that the Old Hurricane lamp was being replaced by the Incandescent Bulb of 40 watts.

Starting from the cash tray to the halwa carrying containers everything is age old. One could

clearly see and identify the shop owing to its prime location in the Tirunelveli Town opposite

to the Nellaiappar Temple main entrance and its age old building among other modern

buildings.

The shop is most celebrated that it does not even have a nameboard, open only for

few hours a day with immense amount of people even including the foreigners visiting the

Tirunelveli waiting patiently to get it. This particular shop does not follow a single marketing

strategy and truly believes in the quality of product what it provides to the customers and the

word of mouth from people who had it. The owners also believe that the Thamirabharani

river water is also responsible for its mouth-watering taste.

3.12 Tourist spots:

Pappanasam Agasthiar falls also attracts the tourist and pilgrims. There is a Wild life

sanctuary at Kalakkadu Mundanthurai and Thalai Anai Kalakkadu. Spotted deers, Lion tailed

monkeys, Elephants and Tigers are plenty. Koonthankulam Birds sanctuary in Nanguneri

Taluk is also attract the tourists.

26
3.13 Religious Significance:

The Nellaiappar temple at Tirunelveli, The Vanamaamalai Perumal Temple at

Nanguneri are the land marks of the District signifying the Hindu Culture. Palayamkottai has

many Christian missions and Athankarai pallivasal have considered being important sacred

places for Muslims.

3.14 Palayamkottai Taluk at a Glance

3.14.1 General:

Prior to 1994, Tirunelveli and Palayamkottai were formerly administered as two

independent municipalities. Tirunelveli and Palayamkottai along with surrounding areas were

subsequently merged and established Tirunelveli City, now administered by the Tirunelveli

Municipal Corporation.

Palayamkottai is situated on the eastern bank of the perennial Thamirabarani river.

The region is very fertile and supports a thriving agrarian community in the midst of many

urbanized areas. Regular monsoon rains coupled with the Thamirabarani water sustain the

primarily agrarian villages around the city.

3.14.2 Location and Geographical Area:

The locality Palayamkottai falls in Tirunelveli district situated in Tamil Nadu state,

with a population 6009. The male and female populations are 2967 and 3042 respectively.

The size of the area is about 5.92 square kilometer.

3.14.3 Topography:

The Taluk is located in the center of Tirunelveli and surrounded by Thalaiyuthu Taluk

on the north, Seithunganallur Taluk on the East, Nanguneri Taluk on the West, Thachanallur

Taluk on the South.

27
3.15 Infrastructure

In order to promote the growth of SMEs infrastructural support is extended to the

entrepreneurs through SIDCO, SIPCOT and SEZ. as detailed below.

3.15.1 SIPCOT

Industrial Growth Centre, Gangaikondan -SIPCOT (www.sipcot.com) is

located at about 17 kms from Tirunelveli in a village called Gangaikondan at an area

of 2073.86 acres. As on January 2013 there are 13 units functioning at an area of

174.87 acres and 8 units are under construction at about 594.38 acres in

Gangaikondan growth Centre.

3.15.2 SIDCO Industrial Estate:

To cater the needs of the entrepreneurs SIDCO has developed three Industrial

Estates at Pettai(Tirunelveli), Kesavaneri(Vallioor), Mangalapuram (Kadayanallur).

3.15.3 Special Economic Zone

SIPKOT has promoted a multiproduct SEZ at Nangunari called AMRL High

Tech City Ltd.

3.15.4 Other important features of Industries in the district

Limestone is the major mineral available in Thalaiyuthu, Sankarnagar and

Padmaneri Limestone of Tirunelveli district contains CaO 34.57% to 55.49% Mgo

0.31 to 7.24%. Lime industries manufacture Lime Powder, Burnt Lime and Chem

Powder. About 65 lime based units are working in Manur Development Block. Red

Garnet Sand and Iimenite are excavated from Nambiyar River beds and Seashore of

Radhapuram Taluka. After processing, separated Garnet and Abrasives is exported.

Major industrial products manufactured in the district are, Cement, Cotton yarn, Sugar,

Cotton Seed Oil, Printing, Paper Flour Products, Rice, Readymade Garments.

28
3.15.5 Cottage and Handicraft items manufactured in the District

Handloom Products, Mat weaving, Basket making, Palmirah products Country

Bricks, tiles, Sculptures, Carpentry works, wood carving Brass metal decorative items,

Blacksmith, Gold ornaments making. Pottery works, Terracotta Products Bamboo

based products.

3.15.6 Schemes of Financial Assistance to set up Enterprises

The Union and State Government implements various employment oriented

schemes with subsidies to generate more employment opportunities among the youth.

1.15.7 PMEGP Scheme Launched By Government of India

Government of India launched this scheme in 2008 to generate more self-

employment opportunities. National Nodal Agency is KVIC. Other agencies

nominated for effective implementation of the scheme are District industries Centre

and KVIB. KVIC and KVIB take care of rural areas, while the DIC takes care of

Rural as well as urban needs. Under this scheme an individual can get a Maximum

loan of Rs. 25, 00,000/- for manufacturing sector and Rs. 10, 00,000/- for service

sector. Minimum age limit is 18 years; there is no upper age limit. Upto Rs. 10,

00,000/- investment in manufacturing sector and upto Rs. 5, 00,000/- in service sector,

there is no need for formal education, more than that the candidate must pass 8thstd.

1.15.8 District Industries Centre offers financial assistance to young entrepreneurs

under 2 schemes viz.

1. Unemployed Youth Employment Generation Programme (UYEGP)

2. New Entrepreneurs Cum Enterprises Development Scheme (NEEDS)

1.15.8.1 UYEGP

This scheme of self - employment loan envisages financial assistance to

aspiring unemployed youth through banks for a maximum project cost of Rs.5 lakhs

29
 for manufacturing enterprises, Rs.3 lakhs for service enterprises and Rs.1 lakh for

business enterprises. Anyone in the age group of 18 to 35, Passed 8th Standard and

with a family income of less than Rs.1, 50,000 per. Annum is eligible to avail this

loan.

Age relaxation of 10 years is admissible for special category applicants

belonging to anyone of the categories of women, SC/ST, differently unable,

transgender, Ex-service persons, minorities, BC and MBC. The project cost is

inclusive of 5%, 10% of contribution from the applicant and 2 5% of the project cost

is given as subsidy from Government of Tamil Nadu and a mandatory training of one

week period is imparted by EDI, Chennai.

1.15.8.2 NEEDS

This is a novel scheme of self employment introduced by the Government of

Tamil Nadu during the year 2013. First generation entrepreneurs with minimum

educational qualification of a degree, diploma or I.T.I. are eligible to avail loan under

this scheme through banks. Aspirants aged not below 21 and not above 35 with the

said educational qualifications can avail loans for setting up manufacturing and

service enterprises involving project cost up to Rs. 1.Crore.

The promoter’s contribution is 10% of the project cost and a subsidy of 25%

of the project cost subject to a maximum of Rs.25 lakhs is included in the project out

lay. For special category applicants belonging to the categories of women, SC/ST Ex-

serviceman, differently-abled, minorities, MBC, BC and transgender, the upper age

limit is 45 years and the promoter’s contribution is 5%.

1.16 State Capital Investment Subsidy

New enterprises and existing enterprises going for expansion/diversification are

eligible for a subsidy of 15% of investment made in plant and machinery. Selected micro

30
manufacturers located anywhere in the district and selected small manufacturing enterprises

located only in the backward blocks and in Government sponsored industrial estates are

eligible forth is subsidy.

1.16.1 Low Tension Power Traffic Subsidy

Subsidy of 20% of the consumption of electricity charges is reimbursed as

LTPT Subsidy for the first three years of production. All the manufactures ( not in the

negative list) and by the small manufactures located in the industrially backward

blocks and in Government sponsored industrial estates and Enterprises taking up

expansion are also eligible to avail this subsidy .

1.16.2 VAT Subsidy

All micro manufacturers are given reimbursement of 100% of their VAT

payment made to Commercial Taxes Department during the first six years of

production subject to a maximum of their investment in plant and machines.

Enterprises taking up expansion /verification are also eligible to avail this subsidy.

1.16.3 Generator Subsidy

All manufacturing enterprises installing generators of rating up to 320 KVA

are eligible for 25% of the cost of the generators (not more than Rs.5.00 lakhs) as

Generator subsidy.

1.16.4 Back Ended Interest Subsidy.

The amount of interest paid by entrepreneurs is 3% by the banks against their

T.L. obtained for GTMSE and TUF (CLCSS) schemes is reimbursed as Back Ended

interest subsidy.

1.17 Service Enterprises

Educational institutions, website developing, two/four wheelers servicing and

repairing, tutorial, BPO, private telephone, Marriage Bureaus, electric and electronic goods

31
servicing and repairing, Travel Agency, Gas Agency, Construction consultancy, Marriage

items hiring, Industrial Testing Labs. Advertising Agencies, Marketing Consultancy, Typing

Centers, Desk Top Publishing, Internet Browsing/Setting up of Cyber Cafe auto Repairs,

Services, Garages, Laundry & Dry Cleaning, X-Ray clinic, Cleaning, Animal dispensary,

Servicing of Agri. Farm equipment e.g. Tractor, Pump, Rig, Boring Machines etc, Weigh

Bridge, Blue Printing and enlargement of drawing/ designs facilities, ISD/STD Booths. EDP

Institutes established by Voluntary Associations/Non-Govt. Organizations, Installation and

Operation of Cable TV Network, Beauty Parlours and Creches.

1.18 Potentials areas for Service Industry

BPO, Hotel, Hospitality enterprises, Hospital, IT enabled, Commercial Advertising,

industrial Laundry , Tailoring., Pathological lab, integrated diagnostic centre, Beauty

Parlours and Creches, fitness centre for men and women, Ladies and gens Hostel, House

Keeping and Office and equipment maintenance , Hygienic Broiler (Beef), chicken, Mutton

shop, Interior decoration, Industrial design and layout making, Logistic centre, Office

Automation, Parcel servicing and private carrier, upholstery, Power System maintenance,

Manpower agency, Weighing bridge repairing and maintenance, digital printing,

Embroidering and chamki work, repacking of agriculture products.

32
 CHAPTER –IV

DATA ANALYSIS AND INTERPRETATION

Data analysis and interpretation is the process of assigning meaning to the collected

information and determination of the conclusion, significance and implications of the

findings. The study was conducted with the help of the primary data collected from a sample

of 50 part time working students. Primary data were analyzed with reference to each of the

specific objectives.

TABLE 4.1 GENDER WISE CLASSIFICATION OF THE STUDENTS

Sl. NO Gender No. of Students Percentage

1 Female 32 64

2 Male 18 36

Total 50 100

Source: Primary data

Table 4.1 shows that female students are doing more part time work in the study area.

That is 36 percent of the male students doing part time work and 64 percent of the female

students doing part time work. It shows that female students were helping their parents than

the male students.

FIGURE 4.1GENDER WISE CLASSIFICATION OF THE STUDENTS

33
TABLE 4.2 AGE GROUP WISE CLASSIFICATIONS OF THE STUDENTS

Sl. NO Age group No. of Students Percentage

1 Below 18 2 4

2 19-20 17 34

3 21-22 21 42

4 Above 23 10 20

Total 50 100

Source: Primary data

Table 4.2 shows that 42 percent of the students doing part time job belongs to the Age

group of 21-22. In case of 34 percent and 20 percent of the students doing part time job

belongs to the Age group of 19-20 and 23 and above age group. Only 4 percent of the

students doing part time job belongs to 18 and below age group. This means students with 19

ages and above doing more part time job while studying.

FIGURE 4.2 AGE GROUP WISE CLASSIFICATIONS OF THE STUDENTS

34
TABLE 4.3 EDUCATIONAL ATTAINMENTS OF THE STUDENTS

Sl. NO Educational Attainment No. of Students Percentage

1 UG 15 30

2 PG 17 34

3 Others 18 36

Total 50 100

Source: Primary data

Table 4.3 indicates the educational attainments of the students doing part time work in

the study area. That is 30 percent of the students doing part time work belongs to under

graduate and 34 percent of the students doing part time work belongs to Post graduate. The

rest 36 percent of the students doing part time job belongs to other categories, such as

Engineering, ITI, and Diploma and Computer courses.

FIGURE 4.3 EDUCATIONAL ATTAINMENTS OF THE STUDENTS

35
TABLE 4.4 FAMILY SIZES OF THE STUDENTS

Sl. No Family Size No. of Students Percentage

1 Below 2 3 6

2 3-4 24 48

3 5-6 18 36

4 Above 7 5 10

Total 50 100

Source: Primary data

Table 4.4 shows the size of the students’ family. That is, 48 percent of the students

doing part time work having 3-4 member in their family and 36 percent of the students doing

part time work having 5-6 member in their family. Only 6 percent and 10 percent of the

students doing part time work having below 2 members and above 7 members in their family.

FIGURE 4.3 FAMILY SIZES OF THE STUDENTS

36
TABLE 4.5 DISTRIBUTION OF THE INCOME OF THE STUDENTS FAMILY

Sl. No Monthly income No. of Students Percentage

1 Below 10,000 31 62

2 10001 - 20000 15 30

3 Above 20001 4 8

Total 50 100

Source: Primary data

Table 4.5 indicates that 62 percent of the students’ monthly family income lies below

Rs. 10,000 and 30 percent of the students monthly family income are between Rs. 10,001 to

20,000. Only 8 percent of the students’ monthly family income lies above Rs. 30,000. This

show 92 percent of the students doing part time work while studying having below Rs.

20,000 monthly family income.

FIGURE 4.5 DISTRIBUTION OF THE INCOME OF THE STUDENTS FAMILY

37
TABLE 4.6 REASONS FOR DOING PART TIME WORK

Sl. No Reasons No. of Students Percentage

1 Family situation 24 48

2 Money saving for future 7 14

3 Being independent 9 18

4 Others 10 20

Total 50 100

Source: Primary data

Table 4.6 shows that, 48 percent of the students doing part time job because of their

family situation. 14 percent and 18 percent of the students doing part time job to save money

for future and being independent in the society. The rest, 20 percent of the students doing part

time work for other purpose such as education and fees payment. This shows that more

students were doing part time job to help their family.

FIGURE 4.6 REASONS FOR DOING PART TIME WORK

38
TABLE 4.7 NATURE OF THE PART TIME WORK

Sl. No Nature of the work No. of students Percentage

1 Aari work 17 34

2 System work 6 12

3 Electrical work 7 14

4 Tailor 10 20

5 Masons assistant 2 4

6 Food delivery 3 6

7 Makeup orders 1 2

8 Tuition 4 8

Total 50 100

Source: Primary data

Table 4.7 highlighted that 34 percent and 20 percent of the part time workers are

doing Aari work and tailoring. 12 percent and 14 percent of the part time workers are doing

the system work and electrical work. The rest 20 percent of the workers are doing masons

assistant, food delivery, makeup order and tuition taking as their part time work in the study

area.

FIGURE 4.7 NATURE OF THE PART TIME WORK

39
TABLE 4.8 DURATION OF WORKING HOURS

Sl. No Time period No. of Students Percentage

1 Below 3 hours 13 26

2 4-6 hours 14 28

3 Above 7 hours 23 46

Total 50 100

Source: Primary data

Table 4.8 shows that 46 percent of the part time workers are working for more than 7

hours and 28 percent of them work between 4 hours to 6 hours. The rest 26 percent of the part

timworkers are doing below 3 hours. This shows that 74 percent of the part time workers are

working more than 4 hours.

FIGURE 4.8 DURATION OF WORKING HOURS

40
TABLE 4.9 DISTANCE BETWEEN THE WORK PLACE AND HOME

Sl. No Travelling Distance No. of Students Percentage

1 Below 1km 14 28

2 2-3 km 10 20

3 4-5km 9 18

4 Above 5km 17 34

Total 50 100

Source: Primary data

Table 4.9 shows that 34 percent of the part time workers travel more than 5 km from

their home. In case of 18 percent and 20 percent of the part time working students they are

traveling between 4 to 5 km and 2 to 3 km from their home to working place. The rest 28

percent of the part time working students, they are traveling below 1km from their home to

working place.

FIGURE 4.9 DISTANCE BETWEEN THE WORK PLACE AND HOME

41
TABLE 4.10 CLASSIFICATIONS ON THE BASIS OF SALARY OF THE
RESPONDENTS

Sl. No Salary No. of respondents Percentage

1 Below 2000 8 16

2 3000-4000 15 30

3 5000-6000 7 14

4 Above 6000 20 40

Total 50 100

Source: Primary data

Table 4.10 shows that 40 percent of the part time working students are getting Rs.

6000 and above salary. 30 percent and 14 percent of the part time working students are

getting Rs 3000 to Rs. 4000 and Rs. 5000 to Rs. 6000 as salary respectively. The rest 16

percent of the part time working students are getting Rs. 2000 and below salary. This shows

that 84 percent of the of the part time working students are earning Rs. 3000 and above as

salary.

FIGURE 4.10 CLASSIFICATIONS ON THE BASIS OF SALARY OF THE

RESPONDENTS

42
TABLE 4.11 PERCEPTIONS OF THE RESPONDENTS REGARDING PHYSICAL

ISSUES

Sl. No Any physical issues No. of Respondents Percentage

1 Yes 30 60

2 No 20 40

3 Total 50 100

Source: Primary data

Table 4.11 indicates 60 percent of the part time working students are saying they were

facing physical issues and 40 percent of the part time working students are saying they are

not facing any physical issues. This shows most of the respondents are facing some health

problems in the study area.

FIGURE 4.11 PERCEPTIONS OF THE RESPONDENTS REGARDING PHYSICAL

ISSUES

43
TABLE 4.12 PERCEPTIONS REGARDING THE RESPONDENTS SPENDING

SALARY

Sl. No Spending Salary No. of Respondents Percentage

1 Self saving 10 20

2 Study needs 10 20

3 Family spending 9 18

4 EMI and loans 2 4

5 Satisfying own needs 19 38

Total 50 100

Source: Primary data

Table 4.12 indicates 38 percent of the respondents are spending their salary for

satisfying their own needs and 20 percent of the part time working students are spending

salary for self saving and study needs each. In case of 18 percent of the part time working

students, they are spending salary for family purpose. The rest only 4 percent of the

respondents are spending their salary for EMI and Loans.

FIGURE 4.12 PERCEPTIONS REGARDING THE RESPONDENTS SPENDING

SALARY

44
TABLE 4.13 EXPERIENCES OF THE RESPONDENTS

Sl. No Years of working No. of Respondents Percentage

1 0-1 years 12 24

2 2-3 years 25 50

3 4-5 years 9 18

4 6-7 years 4 8

Total 50 100

Source: Primary data

Table 4.13 indicates that, 50 percent of the respondents are doing part time work with

2 to 3 years of experience and 24 per cent of the respondents are doing part time work with

one year experience. In case of 18 percent of the respondents, doing part time work they are

having the 4 to 5 years of experience and the rest 8 percent of the respondents are doing part

time work having 6 to7years of experience.

FIGURE 4.13 EXPERIENCES OF THE RESPONDENTS

45
TABLE 4.14 JOB SATISFACTIONS OF THE RESPONDENTS

Sl. No Job Satisfaction No. of Respondents Percentage

1 Satisfied 41 82

2 Not Satisfied 9 18

Total 50 100

Source: Primary data

Table 4.14 indicates 82 percent of the part time working students pointed that they were

satisfied with their job. The rest 18 percent of the part time working students pointed that

they were not satisfied with their work

FIGURE 4.14 JOB SATISFACTIONS OF THE RESPONDENTS

46
TABLE 4.15 PERCEPTIONS OF THE RESPONDENTS REGARDING

CONTINUING THE JOB

Sl. No Continue the job No. of Respondents Percentage

1 Yes 29 58

2 No 21 42

Total 50 100

Source: Primary data

Table 4.15 shows that 58 percent of the part time working students said that they were

continue the same job and the rest 42 percent of the part time working students said that they

were not continue same job after finishing their studies.

FIGURE 4.15 PERCEPTIONS OF THE RESPONDENTS REGARDING

CONTINUING THE JOB

47
 CHAPTER V

SUMMARY OF FINDINGS, SUGGESTIONS AND CONCLUSION

In the present study an attempt is made to study the part time working students in

Tirunelveli Corporation. The main objective of the study is to find out the economic

condition of the part time working students. Required data were collected from 50

respondents with the help of the interview schedule. The following are the summary of

finding.

 In case of gender, the study points out that among the 50 students doing part time

work, 64% of the female and 36% of male workers. This shows most of the female

students are doing part time work.

 Regarding the age group of the students, the 42 % of the students doing part time job

belong to the age group of 21-22, 34 % of the students to the age group of 19-20,

20% of the students doing part time job belong to the age group of 23 and above age

group. Only 4% of the students doing part time job belong to 18 and below age group.

 In case of the educational attainments of the students doing part time work, the 30 %

belongs to under graduate and 34 % belongs to post graduate. The rest 36 % of the

students doing part time job belongs to other courses.

 Regarding the size of the students’ family, the 48 % of the students doing part time

work having 3-4 members in their family and 36 % of the students doing part time

work having 5-6 members in their family. Only 6 % and 10 % of the students doing

part time work having below 2 members and above 7 members of in their family.

 In case of distribution of the income, 92 % of the students doing part time work while

studying having below Rs. 20,000 monthly family income. That is 62 % of the

student’s monthly family income lies below Rs. 10,000 and 30 % of the students

48
 monthly family income are between Rs. 10,001 to Rs. 20,000. Only 8 % of the

students’ monthly family income lies above Rs. 20,001.

 Regarding the reasons for part time work, 48 % of student doing part time job

because of their family situation. 14% and 18 % of the students doing part time job to

save money for future and being independent in the society. The rest 20 % of the

students doing part time work for other purpose. The shows more students were

doing part time job to help their family.

 In case of the nature of the part time work, the study highlighted that 34 % and 20 %

of the part time workers are doing aari work and tailoring 12 % and 14 % of the part

time workers are doing the system and electrical work. The 20 % of the workers are

doing masons assistant, food delivery, makeup order and tuition taking as their part

time work in the study area.

 Regarding the working hours, 46 % of the part time workers are working for more

than 7 hours and 28 % of them word between 4 hours to 6 hours. The 26 % of the

part time workers are doing below 3 hours. This shows 74 % of the part time workers

are working than 4 hours.

 In case of the distance between work place and home, 34 % of the part time workers

travel more than 5km from their home. In case of 18 % and 20 % of the part time

working students they are traveling between 4 to 5 km and 2 to 3 km from their home

to working place. The rest 28 % of the part time working students are traveling below

1km from their home to working place.

 Regarding the salary of the respondents, the 40 % of the part time working student’s

are getting Rs. 6000 and above salary. 30 % and 14 % of the part time working

students are getting Rs. 3000 to Rs. 4000 and Rs. 5000 to Rs. 6000 as salary. The

84 % of the part time working students are earning Rs. 3000 and above as salary.

49
 In case of the perceptions regarding physical issues, 60 % of the part time working

students are saying they were facing physical issues and 40 % of the part time

working students are saying they are not facing and physical issues, the most of the

respondent are facing some health problems in the study area.

 Regarding the respondents spending, 38 percent of the respondents are spending their

salary for satisfying their own needs and 20 percent of the part time working students

are spending salary for self saving and study needs each. In case of 18 percent of the

part time working students, they are spending salary for family purpose. The rest

only 4 percent of the respondents are spending their salary for EMI and Loans.

 In case of the experience, 50 % of the respondents are doing part time work with 2 to

3 years of experience and 24 % time work with one year experience. In case of 18 %

of the respondent doing part time work they are having the 4 to 5 years of experience

and the rest 8 % of the respondents are doing part time work having 6 to 7 years of

experience.

 Regarding the job satisfactions, 82% of the part time working student’s points that

they were satisfied with their job. The rest 18 % of the part time working students

pointed that they were not satisfied with their work.

 In case of perceptions of the respondent regarding containing the job 58% of the part

time they working students said that they were continue the same job and the rest

42 % of the part time working students said that were not continue same job after

finishing their studies.

50
SUGGESTIONS

 Higher education institutions should be able to offer flexible courses of study

that could meet the needs of students. The students should be bothered about

the benefits of part-time jobs.

 Authorities should offer paid internship works to students. If possible after

noon time should be provided to the students for earning thorough part time

job, as it will strengthen their practical knowledge apart from theories.

 Organizations should provide more financial benefits to part-time workers.

The higher institution should support students by establishing strong

partnerships with the surrounding business community.

 More internship training programs should be provided to the students which

will enhance their skills for acquiring part-time jobs.

 Government must helps to the part time working students and the government

gives some loan amount and helps to motivate the students.

 The retailer shop owners can understand and support the part time job workers.

 The owner of the part time job workers will recognize the efforts for their

daily needs and they are not only give the financial support but they will give

the moral support to their.

 The self employed students can improve their knowledge and they are going to

the business in next level and the government must support to some loans.

 The government must to involve and fix the the part time salary for the

maximum amount of money to the students.

 To provide the healthy environment of the work place and the workers will

concentrate on our studies and their job also.

51
CONCLUSION

Many young students are keen on engaging in activities outside of their academic

studies. A significant number of students take on part-time jobs while pursuing their

education. Working part-time during their academic journey can provide a stable income and

offer valuable work experience. By taking on a regular temporary role that accommodates

their class schedules and seminars, students can enhance their financial situation and make

the most of their university experience. The research concludes that part time jobs are helping

students’ improve themselves by fostering financial independence. However, students also

face various challenges while engaging in part-time work. The majority of students express

satisfaction with their part-time work due to the associated benefits it offers. The study also

emphasizes that there are no significant differences in the prospects and problems of part-

time jobs based on the gender of the respondents. Nevertheless, significant differences do

exist in the prospects and challenges associated with part-time jobs based on the educational

qualifications of the students.

52
 APPENDIX – I

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58
59
 APPENDIX – II

INTERVIEW SCHEDULE

AN ECONOMIC STUDY OF STUDENTS DOING PART TIME JOB IN

TIRUNELVELI CORPORATION

1. Name

2. Gender

o Male

o Female

3. Age

o 0-18

o 19-20

o 21-22

o Above 23

4. Educational Qualification

o UG

o PG

5. Family Income in monthly

o Below 10 Thousand

o 20 Thousand

o 30 Thousand

o Above 30 Thousand

60
6. Family members

o 1-2

o 3-4

o 5-6

o Above

7. State the reason for a job if there is any specific reason

o Family situation

o Money saving for future

o Being independent

8. What is your nature of the work?

9. Mention the time schedule in your work?

o 1-3 hours

o 4-6 hours

o Above 7 hours

10. How for is your work place from home

o Below 1 km

o 2-3 km

o 4-5 km

o Above 5 km

11. What your salary

o Below 2000

o 3000 – 4000

o 5000 – 6000

o Above 6000

61
12. Are you facing any physical issues while doing the work

o Yes

o No

13. What is the way you have to spend your salary

o Self saving

o Study needs

o Family spending

o EMI and Loans

o Satisfying own needs

14. How many years of working

o 0-1 Years

o 2-3 Years

o 4-5 Years

o 6-7 Years

15. Are you satisfying with the job

o Yes

o No

16. Did you like to continue this same job for full time after your studies

o Yes

o No

62